#{gutters.join("\n")} | "
44 | table += " | "
45 | table += "
We hope this session will give participants insight into their own assumptions and knowledge. There are three types of knowledge, known knowns, known unknowns, and unknown unknowns. We intend to have a discussion regarding the value and relationships between these types of knowledge and ultimately relate it back to programming.
10 | 11 | ### Outline: 12 | 13 | * Answer question on their own (10 minutes): 14 | * What is knowledge? 15 | 16 | * Whiteboard (15 minutes) 17 | * Symbolic logic exercise 18 | 19 | * Group discussions on their answer to question ( 25 minutes ) 20 | 21 | * Conclusion ( 10 minutes ) 22 | * [video](https://www.youtube.com/watch?v=kXhJ3hHK9hQ) 23 | -------------------------------------------------------------------------------- /archive/m4_sessions/1705-inning/lending_privilege.md: -------------------------------------------------------------------------------- 1 | # Lending Privilege 2 | ## Plan 3 | 4 | * 20 - Videos 5 | * 15 - Guest Speaker(pending) || Individual Reading and Reflection 6 | * 20 - Small Group Discussion 7 | * 5 - Share Out 8 | 9 | ## Videos 10 | * [Intro video](https://www.youtube.com/watch?v=SqL9onVybW0) 2:53 11 | * [The Power of Privledge](https://www.youtube.com/watch?v=N0acvkHIiZs) 14:57 12 | 13 | ## Guest Speaker || Reading 14 | * Pending Guest Speaker (estimated time 20 minutes) 20:00 15 | * [For white people who believe colorblindness is enough](http://www.huffingtonpost.com/entry/for-white-people-who-believe-colorblindness-is-enough_us_5782a4b0e4b0f06648f526a1?section=) 10:00 and add time to group discussion 16 | 17 | ## Outcome 18 | * Awareness of privlilege and how to be an ally to peers. 19 | 20 | ## Questions and Individual Reflection 10:00 21 | * What's true about these videos? 22 | * What has been your personal experience with privledge? 23 | * How does that compare with your experience at Turing? 24 | * What's an actionable goal for you going forward to positively affect our community using your or others privledge? 25 | * What are you missing that is right in front of you? 26 | * Is privilege something you have or don't have? 27 | 28 | ## Group Conversations and Reflections and Closing 10:00 29 | 30 | ## List your group members here: 31 | * Katy Farmer - Facilitate Questions - BEMod 4 32 | * Edilene Da Cruz - Facilitate Conversation and closing - BEMod4 33 | * Staci McWilliams- Introduction and facilitate video viewing - FEMod4 34 | -------------------------------------------------------------------------------- /archive/m4_sessions/1706-inning/.gitkeep: -------------------------------------------------------------------------------- 1 | 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1706-inning/Being_a_Newb_in_Tech.md: -------------------------------------------------------------------------------- 1 | 07/14/17 2 | 3 | ## Gear-up title: Being a Newb in Tech (aka Don't be a Selfish Bastard) 4 | 5 | ### Tagline: 6 | 7 | _Do you think you're too new to make contributions to those around you? You're not, you can start tomorrow, and everyone (yourself included) will be better for it!_ 8 | 9 | #### Other possible titles: 10 | - Giving back, even (especially) when you think you can't 11 | - Helping others for fun and profit 12 | - How not to be a selfish bastard 13 | - leverage your inner newb for good 14 | - making contributions in an industry where that's rewarded 15 | 16 | 17 | 18 | # Session outline: 19 | 20 | 21 | ### 1. Do we have a responsibility to "give back"? 22 | 23 | ### 2. Have attendees make list of all things they know AND all the ways they've been helped by folks in their current mod or mods ahead. (put these questions on screen) (led by Valary) 24 | 25 | ---- budgeting ten minutes to this point ---- 26 | 27 | ### 3. watch [video](https://youtu.be/nXIIW8TusWw?t=9m58s) (8 min) (Sergey) 28 | 29 | ---- now 18 mins in ---- 30 | 31 | ### 4. Brainstorm how they can get involved (turn and talk) (5 min) (Sergey) 32 | 33 | ### 5. collect their answers on white board (4 min), Discuss their answers (John B) 34 | 35 | 36 | ---- 27 min in ---- 37 | 38 | 39 | ### 6. Now we can share some of our ideas 40 | - Making PR in Turing repo (John) 41 | - host lunch-time in-mod session 42 | 43 | **To Discuss:** 44 | 45 | > 1. Talk about how to make a PR against a lesson (gist w/instructions?) (John B) ([demo against this repo](https://github.com/turingschool/front-end-curriculum/blob/gh-pages/projects/ideabox.md)) 46 | > 2. In-person involvement (like TryTuring). You're most qualified to help at a try-turing event after _mod 1_. (Kelley M) 47 | > 3. lunch & learn, spikes. Jump into channels to answer questions (Josh) 48 | 49 | --- ~ 45 mins in --- 50 | 51 | ### 7. Closing question: circle back to "do we have responsibility to give back?" 52 | - who can giving back help the most? 53 | - who do you want to make an impact on when you do give back? (consider yourself!) 54 | 55 | ### 8. Give deliverables for PD session 56 | 57 | - Dates for upcoming Try Turing events 58 | - Valarie's PD template 59 | - Josh's PR practice (if you want) 60 | 61 | 62 | # Deliverables/resources 63 | 64 | They should join #metalearning (slack) to get all the details 65 | 66 | ## Names of group members 67 | 68 | - Josh Thompson 69 | - Sergey L 70 | - Valery Trudell 71 | - Kelly Miller 72 | - John Binning 73 | 74 | 75 | 76 | we're "group 4" from: 77 | https://github.com/turingschool/gear-up/tree/master/m4_sessions/1706-inning 78 | -------------------------------------------------------------------------------- /archive/m4_sessions/1706-inning/Fake_news.md: -------------------------------------------------------------------------------- 1 | # Group Three 2 | 3 | ### Session Title: Role of tech in fake news (working title) 4 | 5 | ### Session Outcomes: 6 | + Be aware of what tech organizations are doing (facebook, news organizations) 7 | + Identify motives behind fake news, profit vs. political sway 8 | + Be aware of traditional news fact checking and processes 9 | 10 | 11 | ### Session Outline: 12 | 10 min: intro, name game, explain session outcomes - Colleen 13 | 10 min: outside materials - Adam 14 | + Factitious quiz 15 | + Show fake Obama lip sync 16 | + 60 min. video about twitter bot if time. 17 | 20 min: group discussion/ split into pro/con groups - Jack explain. participate in discussions 18 | + Pro censorship vs. anti intervention group 19 | + Each group has to come up with three best arguments 20 | 10 min: back together conclusions/ debate - All contribute 21 | 10 min: wiggle room/ reflections - 22 | + Reflection question, what would you do if you were at a company that was involved in fake news 23 | + What obligation do you think that tech companies have in mderating fake news. 24 | 25 | 26 | ### Names of group members: 27 | @jwpincus 28 | @colleenw 29 | @seth_a_t 30 | @adam_carpenter 31 | @zaner 32 | 33 | 34 | ### Resources: 35 | http://www.npr.org/sections/alltechconsidered/2017/04/03/522503844/how-russian-twitter-bots-pumped-out-fake-news-during-the-2016-election 36 | http://www.cbsnews.com/videos/60-minutes-tackles-fake-news/ 37 | https://www.ted.com/talks/stephanie_busari_how_fake_news_does_real_harm 38 | https://www.ted.com/talks/markham_nolan_how_to_separate_fact_and_fiction_online 39 | http://gizmodo.com/insanely-accurate-lip-synching-tech-could-turn-fake-new-1796843610 40 | http://www.npr.org/sections/ed/2017/07/03/533676536/test-your-fake-news-judgement-play-this-game? 41 | 42 | 43 | ### Ideas: 44 | + Morality or responsibility of controlling news flow. 45 | + News as ad revenue, vs news as an end unto itself 46 | + traditional ethics in the newsroom 47 | + ethical responsibilities of advertisers. 48 | + ad blockers 49 | -------------------------------------------------------------------------------- /archive/m4_sessions/1708-inning/.gitkeep: -------------------------------------------------------------------------------- 1 | 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1708-inning/The_Robots_are_coming.md: -------------------------------------------------------------------------------- 1 | # Group Five 2 | 3 | ### Session Title: The Robots are Coming: The future of AI 4 | 5 | ### Description 6 | The robots are coming! Come to our session for an intro to computer vision and discuss the larger societal implications of artificial intelligence (and how they’ll take our jerbs!). And also we are going to watch cartoons. 7 | 8 | ### Session Outcomes: 9 | - What does it mean to me as a programmer 10 | - Want people to consider how AI benefits or threatens their lives as devs 11 | - What AI is currently available, near future, and distant future 12 | - Understanding of what AI is (definitions and relevant vocabulary) 13 | 14 | ### Session Outline: 15 | - 15 minutes: Introductions 16 | - Tell us your name 17 | - Your Cohort 18 | - Something you think is cool that uses Artificial Intelligence or something you hope someone will make with Artificial Intelligence 19 | 20 | - 5 minutes: Introduction to AI with Computer Vision 21 | - Discuss the video 22 | - 12 minutes: Kurzgesagt on Automation 23 | - 25 minutes: Small group discussions 24 | - Ideas to consider: 25 | - Should there be AI regulation? If so, who should be doing the regulating? 26 | - How could (or does) AI make society better off? 27 | - How could (or does) AI make society worse off? 28 | - What rad futuristic technologies do you think we will create in our lifetimes using AI? 29 | - 15 minutes: Bring it Back Together - Large Group Discussion 30 | 31 | ### Names of group members: Travis Gregory, Charlie Corrigan, Ben Ross, Padraic Oneil 32 | -------------------------------------------------------------------------------- /archive/m4_sessions/1708-inning/failing_gracefully.md: -------------------------------------------------------------------------------- 1 | # Group Three 2 | 3 | ### Session Title: 4 | * Failing Gracefully 5 | 6 | ### Description: 7 | * It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all, in which case you have failed by default.” — J.K. Rowling 8 | Why Failure is so Important 9 | 10 | ### Session Outcomes: 11 | Students will leave this session: 12 | 13 | 1)Being able to identify the benefits of failing 14 | 2)Articulating the ways they currently deal with failure and how they could improve the way they deal with failure 15 | 3)Analyzing a recent failure and what they gained from it. 16 | 17 | ### Session Outline: 15 min intros, maybe a video/article, group them together and have them answer some questions to get talking. 18 | * intros (5 mins) 19 | * choose 1 article to read (10 min) 20 | https://www.scientificamerican.com/article/getting-it-wrong/ 21 | https://www.psychologytoday.com/blog/the-squeaky-wheel/201501/10-surprising-facts-about-failure 22 | * what does failure mean to you? (everyone) (5 mins) 23 | * break into 4 groups, what are some feelings/stigmas associated with failure? (small groups, then everyone) (10 mins) 24 | * during this time we could talk about our failures too. then in the small group have them break into pairs and think about a time they applied themselves to something and came up short? how did you deal with ins) (6-8 mins) 25 | * Then everybody ask how have they dealt with failure in the past? Good practices/bad practices (everyone 5 mins) 26 | * takeaways/learnings from those experiences. what are the benefits of failing? (10 mins) 27 | potential to show 12 famous people who failed then succeeded: (https://www.wanderlustworker.com/12-famous-people-who-failed-before-succeeding/) 28 | 29 | 30 | ### Names of group members: 31 | * George, Ciara, Natalia, Aaron 32 | -------------------------------------------------------------------------------- /archive/m4_sessions/1708-inning/transhumanism.md: -------------------------------------------------------------------------------- 1 | # Group One 2 | 3 | ### Session Title: 4 | * Transhumanism - 5 | 6 | ### Session Outcomes: 7 | * Create an understanding of what transhumanism is. 8 | * How does this relate to us as developers of software? 9 | * History, now, and future of transhumanism 10 | * Discussion humanism and see how people's feelings and thoughts change after the session. 11 | 12 | ### Outline 13 | 14 | #### Intro (15 mins) 15 | 1) Quick overview on Transhumanism and what we will be doing today. 16 | 2) Turn and talk. What are your thoughts on the matter? 17 | 3) Divide group into spectrums (move around room) Joe plays devils advocate, against. Spectrums = for, against, unsure 18 | 19 | #### History / Present (30 mins) 20 | 1) Video / Article 21 | 2) Participants countoff then do a turn and talk. 22 | - What are your thoughts about the video / article? 23 | 3) Group discussion on video/article 24 | 4) Another Video / Article 25 | 26 | #### Dev Role (10 mins) 27 | 1) Whiteboard Neg / Pos of bio hacking / transhumanism 28 | 2) We curate an example of both for the group with video/article 29 | 30 | #### Future (10 mins) 31 | 1) Group questions. Where do you see this heading? What kinds of tech do you see we implement? What types of entertainment do you these issues showing up in that have influenced your thoughts about transhumanism? 32 | 33 | #### Conclusion (5 mins) 34 | 1) Break into spectrums again. 35 | - any change based on new information during gear up? 36 | 37 | ### Names of group members: 38 | * Bao Nguyen 39 | * Alex Koch 40 | * Evan Miller 41 | * Joe Heitkamp 42 | 43 | ## Actionable Items 44 | * Research history 45 | * Research Technology 46 | -------------------------------------------------------------------------------- /archive/m4_sessions/1710-inning/Rule_number_6.md: -------------------------------------------------------------------------------- 1 | Group Two 2 | 3 | Session Title: Rule #6 - Don't take yourself so seriously... 4 | 5 | Description: Why should students come to this session? 6 | Learn why it's important to take a step back. Get a better perspective and a more light hearted approach to...everything. 7 | 8 | You're not that important. Learn to laugh at the joke called "you". 9 | 10 | How does your mentality affect growth, perception and life in general. 11 | 12 | What's really important? 13 | 14 | Session Outcomes: What will students leave with or gain from this session? 15 | 16 | Perspective. Identifying where and how to let go. What's the balance between serious and too serious? (and candy). 17 | 18 | Session Outline: Include the flow of the session and the time for each section. 19 | 20 | 1 hour 15 minutes total 21 | 5-10 minutes - Introduction 22 | 2 minutes - video for quick intro - https://www.youtube.com/watch?v=M-HG6X6fpBM 23 | 1 minute - restate what rule #6 24 | 3-5 minute reflection: 25 | - What are the negative impacts on what taking yourself too seriously can have? 26 | - What does it mean to take yourself too seriously? 27 | - We might play Manamana in the background during this (https://www.youtube.com/watch?v=8N_tupPBtWQ) 28 | 10 - 20 minutes - Group discussion 29 | - Ask someone to share (start tossing candy at people for answering) 30 | - Probing questions should conversation divert or room becomes stale: 31 | - What steps can you take to ensure you're not taking yourself too seriously 32 | - What role does feedback play into Rule #6 33 | - What are the downfalls of taking yourself too seriously? 34 | 3 minutes - South Park Creators at Oscars - https://www.youtube.com/watch?v=bkOsixF2gfI 35 | 10 - 20 minutes - Discussion on balance using South Park Creators as example. Serious enough? 36 | - What's the balance between serious and too serious? 37 | - Why might you want to follow rule #6 38 | 10 - 20 minutes - This is all well and good, but how do you actually follow rule #6? 39 | - 40 | - Feedback 41 | - Do things you enjoy 42 | - Meditation 43 | - Have some damn fun once in a while 44 | - Poison yourself occassionally (have a night out with your friends at the bars) 45 | 46 | Names of group members 47 | Christie 48 | Ana 49 | Jason 50 | Chantal 51 | Matt 52 | -------------------------------------------------------------------------------- /archive/m4_sessions/1710-inning/blockhain_decentralization.md: -------------------------------------------------------------------------------- 1 | ## Group Three 2 | 3 | ### Session Title: 4 | 5 | Blockchains, Cryptocurrencies, Decentralization, oh my! 6 | 7 | ### Description: Why should students come to this session? 8 | 9 | Blockchains, Cryptocurrencies, and decentralization are affecting and will continue to affect society as time goes on. It is also a cutting-edge, emerging market for development opportunities. Students will have a chance to discuss the ways in which blockchain technology may influence society, and the possible effects on politics, healthcare, and finance. 10 | 11 | ### Session Outcomes: What will students leave with or gain from this session? 12 | 13 | Students will leave with a better understanding of blockchains. Students will have better knowledge of the potential effects on different industry sectors and on society as a whole. 14 | 15 | ### Session Outline: Include the flow of the session and the time for each section. 16 | 17 | - Icebreaker / Introductions. Question for participants: do you have any particular interest in these topics? (10 min) 18 | - Introduce the topics with a TED talk video: https://www.ted.com/talks/don_tapscott_how_the_blockchain_is_changing_money_and_business/transcript (10 min) 19 | - Introduce a list of topics for small group discussion, and open the list for participant input (5 min) 20 | - Blockchain 101 21 | - Why do some people hate blockchain and/or Bitcoin? 22 | - Effect on Politics 23 | - Effect on Healthcare 24 | - Effect on Finance 25 | - Break out into small groups for discussion (15-20 min) 26 | - Small groups share with the larger group (15 mins) 27 | - Finish the session with open discussion (15 mins) 28 | 29 | ### Names of group members: 30 | 31 | * Nick Svetnicka 32 | * Margo Schaedel 33 | * Bret Funk 34 | * Will Ratterman 35 | * Nick Edwards 36 | -------------------------------------------------------------------------------- /archive/m4_sessions/1710-inning/learning_a_new_language.md: -------------------------------------------------------------------------------- 1 | Group Six 2 | 3 | Session Title: "Learning a new programming language" 4 | 5 | Session Title:Description: Here at Turing, we all learn how to be awesome developers in Javascript and/or Ruby on Rails. Once you ascend from the basement and enter the real world, your company will probably work in a language/framework you have never used before. That can be pretty intimidating. Come learn about new languages we are excited about, and see how jumping into a new one isn't as scary as it looks. 6 | 7 | ### Session layout: 8 | * 10 min: "Would you rather?" Icebreaker/Introduction (Everyone) 9 | * 5 min: Intro with StackOverflow survey statistics (most common languages, average number of languages devs know, charts) (JF) 10 | * 5 min: Explain Object-oriented vs Functional Programming, and Statically- vs dynamically-typed langs. (Mike) 11 | * 15 min: Code-along. Students will navigate while JF and Jack drive code for mythical creatures in Ruby on one screen and JavaScript on the other. (JF & Jack) 12 | * 20 min: Elm 13 | * 5 min Hello World example (Jack) 14 | * 5 min presentation (Tyler) 15 | * Group discussion 16 | * 20 min: Golang 17 | * 5 min Hello World example (Mike) 18 | * 5 min presentation (Wil) 19 | * Group discussion 20 | 21 | * Repo we will share to the class with resources (online playground in each language, interesting blog posts) 22 | * https://github.com/tylerjhevia/Programming-languages-gearup 23 | 24 | Names of group members 25 | 26 | Jack Mallahan 27 | Tyler Hevia 28 | Wil Donovan 29 | Mike Centrelli 30 | JF Lalonde 31 | -------------------------------------------------------------------------------- /archive/m4_sessions/1710-inning/test.md: -------------------------------------------------------------------------------- 1 | 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1710-inning/toxic_masculinity.md: -------------------------------------------------------------------------------- 1 | # Group One 2 | ## Session Title: Toxic Masculinity & Nerd Culture 3 | ## Description: Why should students come to this session? 4 | * Nerd culture is now part of the zeitgeist. Come join us and learn why you got to get over your idea of what a nerd is, dude. 5 | 6 | ## Session Outcomes: What will students leave with or gain from this session? 7 | * Intro: What’s your favorite nerd thing? 8 | * Awareness of what nerd culture encompasses and why the term ‘nerd’ isn’t specific. 9 | * Awareness of how toxic masculinity effects media and why there’s this protectionism in ‘nerd’ media (aka. misogyny) 10 | * Examples in media of this actually in media 11 | * Real world examples of ways it can harm (Dr. Disrespect) 12 | * Discussion - Where do you see the effects in media and in your own life? How has this affected you? 13 | * Awareness of why you are now ONE OF US 14 | 15 | ## Session Outline: Include the flow of the session and the time for each section. 16 | * Intro - Introduce selves with favorite piece of nerd media/thing 17 | * The evolution of nerd culture 18 | * The protectionism of the term ‘nerd’ and why it isn’t specific - point to how we all like different things considered nerdy and toxic masculinity in these things 19 | * How this has influenced media and our own lives 20 | * Small groups with questions 21 | * Bring it back together and reflections 22 | 23 | ## Names of group members 24 | * Laura Caroselli 25 | * Travis Rollins 26 | * Daniel Alveraz 27 | * Mason Holland 28 | -------------------------------------------------------------------------------- /archive/m4_sessions/1711-inning/Ethics_of_open_source.md: -------------------------------------------------------------------------------- 1 | Group Three 2 | 3 | Session Title: Ethics of Open Source 4 | 5 | Description: The entire software industry is built on open source, and licensing can be confusing. We will look at some of the key ideas that have shaped open source, and the trajectory of open source. We will talk about how to ensure a sustainable open source ecosystem, and how to help developers continue to maintain that ecosystem. 6 | 7 | Session Outcomes: What will students leave with or gain from this session? A better understanding of many of the tools we all use everyday, and how important it is that those tools continue to be available. 8 | 9 | Session Outline: Include the flow of the session and the time for each section. 10 | 11 | 15 mins Icebreaker/intros. Eddie will lead this section. "Do you have a nickname?" 12 | 5 min video on what is open source? Will add content. Currently we have a bunch of videos that could work. We need to sort out which one to use. We'll have that done by EOD Monday. 13 | [7 mins article on licensing and license differences.](https://lukasa.co.uk/2012/05/GPL_vs_MIT_Which_License_To_Use/) Ash will lead this topic. 14 | 8 mins discussion on licenses based on reading. 15 | What do you see as the pros and cons of the licenses listed? What would you use and why? Do you see any possible problems with any of these licenses? 16 | [30 mins discussion prompted by slides made from this article. One ethical lens (slide) at a time, then a discussion about that slide.](https://www.scu.edu/ethics/focus-areas/internet-ethics/resources/unavoidable-ethical-questions-about-open-source/) Discussion will be 2-3 mins turn and talk, then 5-6 mins group discussion for each slide. Each slide is in the form of a question. We will prompt the discussion if there is total agreement, but that seems unlikely given the questions. We will alternate leading the discussion on each slide. 17 | 10 mins closing 18 | Major questions: How can you contribute? Do you feel like it is important to contribute? What will you do in the future? 19 | 20 | Names of group members: Eddie Rose, Aaron Hursh, Ash Vaid, Aram Anderson 21 | -------------------------------------------------------------------------------- /archive/m4_sessions/1711-inning/Learn_from_struggle.md: -------------------------------------------------------------------------------- 1 | Group Two 2 | 3 | **Session Title:** How to learn from the struggle. 4 | **Description:** Why should students come to this session? 5 | Because Turing is designed around failure and how to learn from that failure. This class seeks to teach how to more effectively learn from that struggle. 6 | 7 | **Session Outcomes:** What will students leave with or gain from this session? 8 | How to see failure as a stepping stone to future successes. 9 | 10 | **Session Outline:** 11 | 1. 15 Minutes 12 | a. 5 Minutes **Introductions** 13 | * Name 14 | * Fact about yourself 15 | b. 10 Minutes **Write Down** 16 | 2. 40 Minutes 17 | a. Video 18 | i. 20 Minutes *Struggle* 19 | * 10 Minutes Watch 20 | * 10 Minutes Whole group Discussion 21 | ii. Failure - Article/Video/Slides 22 | * 10 minutes Watch/Read 23 | * 10 Minutes Small Group Discussion 24 | * How are you going to turn that around? 25 | * Situational Sample Failures 26 | iii. 5 Minutes Whole Group Wrap Up 27 | * Talk about what each group discussed. 28 | 29 | **Names of group members:** 30 | Alex Banister 31 | Becki Srofe 32 | Jay P Hodges 33 | Will Donovan 34 | -------------------------------------------------------------------------------- /archive/m4_sessions/1711-inning/jobs_from_blogs.md: -------------------------------------------------------------------------------- 1 | Group Four 2 | 3 | Session Title: Jobs from Blogs 4 | 5 | Description: Why should students come to this session? 6 | 7 | * A technical blog will highlight students programming strengths and will convey what they currently know. 8 | * It also serves as good self-marketing (which can lead to a job!) 9 | 10 | Session Outcomes: What will students leave with or gain from this session? 11 | 12 | * They will gain the practical skillset to write their first technical article. 13 | 14 | Session Outline: Include the flow of the session and the time for each section. 15 | 16 | * WHY it's important to write a technical blog post [MIMI] - 10 minutes 17 | - Self-promotion 18 | - Contribute/Give back to the community 19 | - Provide examples of various Turing alumni blog posts & where they are now 20 | * WHAT [MIKE] - 5 minutes 21 | - High level: In-depth explanation of a technology, language, or algorithm 22 | - Mid-level: Implementation of a technology (for example: two-factor authentication) 23 | - Low-level: Explanation on a function or piece of logic (for example, `this` in JavaScript or `self` in Ruby). 24 | * HOW - How to turn an idea into an actionable outline [DAN] - 20 minutes 25 | * WHEN & WHERE - When and where to promote your blog [NIK] - 10 minutes 26 | 27 | ACTIVITY TIME - 20 minutes 28 | * Students will be given time to outline and/or write 29 | * Break into small groups of 3-4 to go over their outline and receive feedback from peers 30 | 31 | Names of group members: 32 | * Mimi Le 33 | * Dan Phillips 34 | * Mike Heft 35 | * Nik Bornemeier 36 | 37 | Students should come to the session already completing the following: 38 | 39 | * Come with 1-3 technical ideas 40 | * Read: https://sendgrid.com/blog/write-technical-blog-posts/ 41 | * Read: https://quickleft.com/blog/write-technical-blog-post-part-1/ 42 | 43 | **Remind students to bring their laptop, notebook and pen.** 44 | 45 | Rehearsal on January 2nd at 3pm. 46 | 47 | -------------------------------------------------------------------------------- /archive/m4_sessions/1801-inning/Ethics_In_AI.md: -------------------------------------------------------------------------------- 1 | 2 | #### Name of Session: 3 | Ethics in AI 4 | 5 | #### Group Members: 6 | Anna Smolenztnov, Heather Hartley, Jimmy Smith, Mary Goodhart 7 | 8 | ## Why should students pick this session? 9 | As artificial intelligence technologies find there way into more aspects of our lives, we are starting to realize that there is a big difference between how AI can be used and how it should be used. As developers, we are responsible for understanding the impact of what our future projects could have on humanity. This session will cover current issues and concerns with AI, how to become more aware, and start the conversation on how to address those issues. 10 | 11 | ## 5 minute warm up 12 | * What is AI? (basic AI definition) 13 | * For the people who are worried about it, what are they worried about? 14 | * Where do you interact with AI? 15 | 16 | 17 | 18 | ## Issues 19 | #### Bias in AI (facial recognition in government agencies across the board) 20 | 21 | ## Timeline/Session Outline 22 | 1. (5 minutes) Introductions-names/pronouns/favorite 23 | 2. (5 minutes) Small group questions - discussion in small groups 24 | 3. (10 minutes) Facilitators talking about answers to questions 25 | 4. (5 minutes) Bias in AI Scenario 26 | 5. (1 minute) Individual write thoughts about concerns with scenario 27 | 6. (5 minutes) Small group discussion about concerns with scenario/possible courses of action 28 | 7. (5 minutes) Large group discussion - each group sharing out 29 | 8. (5 minutes) POM 30 | 9. (5 minutes) Presentation with data about concerns about scenario 31 | 10. (5 minutes) Small group scenarios discussion 32 | 11. (15 minutes) Small group share-out 33 | 12. (5 minutes) Closing - video? Focus on idea of recognizing/speaking up about issues 34 | 35 | 36 | #### Session Outcomes (What will students learn/leave with?): 37 | Different views on AI, possible ramifications both short and long term, an ability to start a discussion in the workplace about ethics in AI. 38 | 39 | ### TO DO 40 | ## Recap of questions 41 | Each person is responsible for presenting ~2 minutes and creating 1-2 slides 42 | * Actual definition of AI - Jimmy 43 | * Potential areas of concern - Heather 44 | * Examples of where you interact with AI - Anna 45 | 46 | ## Write scenario for Bias in AI - Work as group 47 | ## Write other small-group scenarios - 6 - 2 each 48 | ## Presentation with data about concerns with the Bias in AI scenario - Work as group 49 | -------------------------------------------------------------------------------- /archive/m4_sessions/1801-inning/Finding_The_Right_Fit.md: -------------------------------------------------------------------------------- 1 | # Group Six 2 | 3 | ### Session Title: 4 | Finding The Right Fit 5 | 6 | ### Session Outcomes: 7 | - Speaking about the differences of a start-up, mid-size, large company 8 | - Strategies how you can develop an idea of cultural fit 9 | 10 | ### Session Outline: 11 | - Brainstorming various ideas for cultural fit 12 | 13 | ### Names of group members: 14 | - Aurora Zioborowski 15 | - Emily Wise 16 | - Erica 17 | - Samuel Singer 18 | 19 | @emhickmann 20 | 21 | # Group Six 22 | 23 | ### Pitch: 24 | Are you one of those students who says you'll just take any job after Turing?? So were we! Come to our session to get a little more insight into your options, and how to narrow down your search to companies who are the right fit for YOU. 25 | 26 | ### Session Title: 27 | What's your favorite flavor of shit sandwich (and does it come with an olive?) 28 | 29 | https://markmanson.net/life-purpose 30 | 31 | 32 | ### Session Outcomes: 33 | - Understand what drives you, where you do your best work, what makes you unique 34 | - Understand the pros and cons in the with working at a start-up, mid-size, large company, agency vs. consultancy and how you fit within each 35 | 36 | ### Session Outline: 37 | #### 10 mins- Introduction: 38 | 1- 2 min self reflection: 39 | - what motivates you 40 | - what do you value 41 | - when's a time you did your best work? 42 | - when's a time you weren't able to do your best work? why? 43 | Introductions- 44 | - Name, Mod 45 | -Share on Reflection 46 | 47 | General share on what company people want to work in before we break out. 48 | #### 50 mins Company Culture Details 49 | 10 mins per area with 5 mins after to discuss anything that stood out. any of the points raised surprising? how do your values align with those points? 50 | 51 | - Companies(Sam): 52 | Corporations vs. Small to Mid 53 | - Consultancy/agency vs. product company (Aurora): 54 | - Startups(Emily): 55 | - Remote (Erika): 56 | 57 | #### 10 mins Wrap-up and reflect 58 | were any of the points raised surprising? how do your values align with those points? 59 | 10 min of do yout think differently now about what you want to do? why? (whole group after 3 min think time. is anyone considering something that they werent previously? 60 | but how does this align with what you thrive in in a working environment? 61 | 62 | 63 | Add CommentCollapse 64 | 65 | ### Names of group members: 66 | - Aurora Zioborowski 67 | - Emily Wise 68 | - Erica 69 | - Samuel Singer 70 | 71 | @emhickmann 72 | -------------------------------------------------------------------------------- /archive/m4_sessions/1801-inning/From_Introvert_To_Influential.md: -------------------------------------------------------------------------------- 1 | Group 5 2 | 3 | 4 | Group Members: 5 | 6 | David Ryan 7 | Jesse Packwood 8 | Dione Wilson 9 | Randy 10 | 11 | Name of Session: 12 | 13 | From Introvert to Influential 14 | 15 | Session Description (Why should students come to this session): 16 | 17 | Are you an introvert? Do you feel like people often don't remember you or value your opinions? This session is designed to help you break out of your shell to make better connections when meeting new people. You will have some tools you can apply to be more influential to others and how to handle various social situations you may find yourself in. 18 | 19 | Session Outcomes (What will students learn/leave with?): 20 | 21 | Students should leave with more confidence and some useful skills/strategies on how to interact with others in a way that is impactful, professional, and makes them more likable. 22 | 23 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 24 | 25 | 15 minutes intros 26 | 15 minutes how could your intro have been more impactful? asking questions, being genuinely interested in others 27 | 15 minutes identifying weaknesses, what holds us back from speaking out more? 28 | 15 minutes strength of loose ties - maintaining loose network connections, weakness of strong ties - how are your close relationships? 29 | 15 minutes wrap up, practice, discussion 30 | -------------------------------------------------------------------------------- /archive/m4_sessions/1801-inning/Relaxation_In_Practice.md: -------------------------------------------------------------------------------- 1 | Group 3 2 | 3 | 4 | Group Members: Maria St. Louis-Sanchez, Katie Scruggs, Julie Hawkins, Jason Hughes 5 | 6 | Name of Session: Relaxation in Practice 7 | 8 | [Link to our Slideshow](https://docs.google.com/presentation/d/1_upUNqI9hpMqXY5ljfxlmVtSN1eB2Vkjlh9Qgn-m0xU/edit?usp=sharing) 9 | 10 | Session Description (Why should students come to this session): Students who come to this session will learn and practice techniques to help them relax during stressful times. They will also reflect on what strategies will work for them (or already work for them), and how to recognize when it is time to use these techniques and step away from the computer. 11 | 12 | Session Outcomes (What will students learn/leave with?): Students will leave with an awareness of how important it is to make time to do activities that relax you. They will also have a clear list of activities they're interested in, and a Slack channel set up to share ideas and for support. 13 | 14 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 15 | 16 | Intro (10 min) [Katie]- Lights will be off and calming music will be playing when people walk in. Welcome to the session, facilitators will introduce ourselves. Icebreaker = what do you already do to relax? what makes you feel like you? 17 | 18 | Mindfulness Video (10 min) - [https://www.youtube.com/watch?v=qzR62JJCMBQ](https://www.youtube.com/watch?v=qzR62JJCMBQ) 19 | 20 | What is Stress / Ideas for Self-Care (10 min) [Julie] We will have students turn and talk to each other about their answers to the question: What is stress? We will then share categories of self-care that can help mitigate the results of stress. 21 | 22 | Stations for Self-Care [introduced by Maria] (7 min each) 23 | Each of us will be at a station, where students will brainstorm self-care activities they are interested in implmenting.and y 24 | * mental 25 | * physical 26 | * practial 27 | * spiritual/emotional 28 | 29 | Sharing results of stations (5 min) [Maria] 30 | 31 | Write in your journal 3 things that are your priority to implement and share one thing that Turing could do to help people relax (5 min) [Jason] 32 | 33 | Closing meditation on transitions / other silent activity (5 min) [Katie] 34 | -------------------------------------------------------------------------------- /archive/m4_sessions/1801-inning/test.md: -------------------------------------------------------------------------------- 1 | 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/Common_Ground.md: -------------------------------------------------------------------------------- 1 | Group 7 2 | 3 | Group Members: 4 | Tyler Madsen, Lauren Billington, Gabe Afflitto, Max Stackhouse 5 | 6 | Name of Session: 7 | Finding Meaningful Common Ground 8 | 9 | Session Description (Why should students come to this session): 10 | Strategies to finding connections with new people to build closer relationships with others. 11 | 12 | Session Outcomes (What will students learn/leave with?): 13 | Phrases / strategies that they can use. 14 | Unseen common ground 15 | 16 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 17 | 1:15 18 | 19 | 10m - Short Introduction (why this is important) - Gabe 20 | 21 | 10m (20) - 2.times {find.obscure_connection(person_1, person_2)} - Max 22 | 23 | 5m (25) - Explain Observation Connection - Tyler 24 | 25 | 10m (35) - Observation Connection (someone you know or don't know) 26 | 27 | 4m - (39) Be Charming when talking about ourselves: 28 | Video (https://www.youtube.com/watch?v=ldmPgQZ52Ec) 29 | 30 | 10m - (49) Discussion about video, where do you draw the lines? 31 | 32 | 5m (54) - Explain Finding New Common Ground - Lauren 33 | 34 | 10m (65) - Find someone you know and find new common ground 35 | 36 | 5m (70) - Cultivating Common Ground Summary 37 | 38 | Submit by the end of Gear Up on Friday and tag @emhickmann 39 | 40 | 41 | Family 42 | Occupation 43 | Recreation 44 | Dreams 45 | 46 | 47 | Notes: 48 | What's the point of finding common ground? (philosophical vs 49 | Speed dating 50 | Find Common ground 51 | Bingo Card - A la priveledge workshop 52 | article about sports as a connection 53 | 'Sapiens' 54 | "i know that this is" 55 | 56 | Random question app 57 | 'Weird' Experience Matcher 58 | What's your weird truth? 59 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/Mindfulness_In_Practice.md: -------------------------------------------------------------------------------- 1 | Group 2 2 | 3 | Group Members: Young Joon Jung, Zachary Landes, Amanda Tjan, Michelle Hoffman 4 | 5 | Name of Session: Mindfullness in Practice 6 | 7 | Session Description (Why should students come to this session): This sessions intent is to introduce the ideas of Mindfullness, Stretching, and Meditation. Also so that students can get exposure to different practices and then apply them to their daily lives moving forward. 8 | 9 | Session Outcomes (What will students learn/leave with?): 10 | Students will leave with links to different stretching exercise they can do to get rid of the tension that comes from developing. Also suggestions for different meditation apps, links to mindfulness videos, and stretched bodies. 11 | 12 | ### Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 13 | #### Prework: An article about mindfulness 14 | 15 | #### Walk - 1:00PM 16 | Think about: 17 | What is mindfulness to you? 18 | What are 3 things that made you happy today? 19 | 20 | #### Warm up(Amanda) - 1:20PM 21 | Amanda - talk about anxiety 22 | Young - talk about repeating 23 | Michelle - talk about outside influences on stress 24 | Zach - talk about career struggles 25 | 26 | Go around in a group for introductions and answer: 27 | What are you mindful about today? 28 | 29 | Discussion questions: 30 | What's your favorite yoga pose or stretch? 31 | How can you be mindful in a highly stressful environment? 32 | 33 | #### Stretching(Michelle and Young) - 1:35PM 34 | Station 1 - Carpal Tunnel exercises (Young) 35 | Station 2 - Stretching (Michelle) 36 | 37 | #### Mindfulness exercises(Zach) - 1:45PM 38 | TBD 39 | 40 | #### Meditation(Zach) - 1:55PM 41 | audio TBD 42 | 43 | #### Closing- 2:05PM 44 | What are your take aways? 45 | What do you want to be mindful about next inning? 46 | 47 | #### Walk back: 2:10 48 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/Public_Data_To_Change_The_World.md: -------------------------------------------------------------------------------- 1 | ## Group 4 Finding Public Data and Using it to Change the World 2 | 3 | ### Group Members: 4 | - Nora Gully 5 | - Kelley Jenkins 6 | - Casey Dallavalle 7 | - Josi McClellan 8 | 9 | ### Name of Session: 10 | - Finding Public Data and Using it to Change the World 11 | 12 | ### Session Description (Why should students come to this session): 13 | - To learn about publicly available APIs that they can use with on their personal projects. 14 | 15 | ### Session Outcomes (What will students learn/leave with?): 16 | - A list of public apis. 17 | - Ideas for apps they can build with public data to solve real world problems. 18 | - AN IDENTITY AS A SOCIAL JUSTICE WARRIOR! 19 | - A sense of civic duty. 20 | 21 | 22 | ### Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 23 | 24 | - Icebreaker -- (10 min) 25 | - What is an api? -- (7.5 min) JOSI 26 | - terminology 27 | - quick overview 28 | - Finding them -- (7.5 min) KELLEY 29 | - understanding the docs 30 | - examples of institutions that publish/maintain apis 31 | - resources available 32 | - How do you know it's a good one? -- (7.5 min) CASEY 33 | - Talk about data object and cleaning it 34 | - How to find inspiration & using them -- (7.5 min) NORA 35 | - examples of apps using public data. 36 | 37 | ~ 40 min 38 | 39 | ### Group interactivity/discussion 40 | - Split up into groups of 4 or 5 via count off and individually research an api -- (10 min) 41 | - Share what you've found & brainstorm ideas on how to use that api to make an app -- (20 min) 42 | 43 | ~ 30 min 44 | 45 | 46 | Submit by the end of Gear Up on Friday and tag @emhickmann 47 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/Social_Media_and_Fake_News.md: -------------------------------------------------------------------------------- 1 | Group 5 2 | 3 | Group Members: 4 | 5 | Bruce Chung 6 | Alex Barnes 7 | Nico Lewis 8 | 9 | Name of Session: 10 | 11 | Social Media and Fake News 12 | 13 | Session Description (Why should students come to this session): 14 | 15 | Social media is already the main source of news for this generation. Unlike tranditional news outlets, social media allows news to propogate on attention alone without regard to journalistic accuracy. This is becoming an increasingly widespread and serious problem, even to national security as evidenced by the proliferation of Russian Fake News on facebook during the 2016 Election. 16 | 17 | Session Outcomes (What will students learn/leave with?): 18 | 19 | 1) Understanding of what fake news is 20 | 2) How fake news impacts our society 21 | 3) How it is a 21st century problem and potential methods to deal with it 22 | 4) Ability to spot fake news 23 | 5) Journalistic spin vs fake news 24 | 25 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 26 | 27 | *Intro/Icebreaker (10 min) - All Group 28 | *What harm/good does fake news do? video/discuss (15 min) All Group 29 | *Spotting fake news. exercise/discussion (15 min) - Nico 30 | *Play fake news game? (15 min) - Bruce 31 | *Discussion of our role in combatting fake news (10 min) - Group 32 | *Future of fake news/wrapup. discussion (10 min) - Alex 33 | 34 | [Link to Powerpoint](https://docs.google.com/presentation/d/1DdmnINc6Ga-jb0jH86S4xIOwQyy2_Rppkf-puqNrTec/edit) 35 | 36 | 37 | Submit by the end of Gear Up on Friday and tag @emhickmann 38 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/Tech_In_Medicine.md: -------------------------------------------------------------------------------- 1 | ## Group 8 2 | 3 | ### Group Members: 4 | Spencer Herms, Lee Chow, Nyssa Keller, Ophus Wong 5 | 6 | ### Name of Session: 7 | Tech in Medicine: Balancing Ethics and Cutting Edge Technology 8 | 9 | ### Session Description (Why should students come to this session): 10 | - Technology is rapidly changing every aspect of our lives. As developers, we all understand the value of leveraging this to make our lives easier - medicine is no exception. Given the intimate involvement and ethical implications in the industry, it is important to explore this topic due to its widespread impact on many different walks of life. 11 | 12 | ### Session Outcomes (What will students learn/leave with?): 13 | - Broader understanding of how technology affects the medical field 14 | - Help students develop and understand their own opinion regarding medtech 15 | - Give students an idea of what they would be working as a developer in medtech 16 | 17 | ### Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 18 | Intro/Housekeeping (10-12 mins, Led by: Nyssa): 19 | - Group Members Intro 20 | - Hand out surgical masks 21 | - Outline 22 | - Decide: Big/small group discussion? 23 | - Students: What interests you about tech in medicine? 24 | 25 | Topics (15-20 mins, Led by: Lee): 26 | - Cutting Edge 27 | - Ethical Implications 28 | - Role of Developer in MedTech 29 | 30 | Discussion (10 mins, Led by: Spencer): 31 | - Propose scenario: Discuss implications as a group 32 | - Why does being ethical matter when you are trying to push the boundaries of medicine? 33 | - What can you do as a developer to affect the outcome of technological advances in medicine? 34 | - Let's say you are working for an insurance company that develops an algorithm to classify patients as high/medium/low risk with the goal of maximizing profit for the insurance company. What if this makes it harder for certain populations to get insurance from this company, etc... What if company intentionally creates plans that would not be the best for a patient, but cheaper for the insurance company. 35 | 36 | Trivia (5-10 mins, Led by: Spencer): 37 | - Group split up into teams 38 | - 10 Questions 39 | - Each team is allowed to submit written answers 40 | - Winning team gets candy! 41 | 42 | Closing/Summary(10-12 mins, Led by: Ophus): 43 | - Group summary on white board to determine what everyone felt was the most important points in discussion for this session 44 | 45 | Submit by the end of Gear Up on Friday and tag @emhickmann 46 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/Value_Of_Introverts.md: -------------------------------------------------------------------------------- 1 | Group 6 2 | 3 | Group Members: Jorge PerezGa, Parker Lindley, Jeff Bender, Tim Joo 4 | 5 | Name of Session: Value of Introverts 6 | 7 | Session Description: To gain a deeper understanding of the importance of introverts 8 | in a extrovert valued work place. 9 | 10 | Session Outcomes: Some actionable advice to add value as an introvert. 11 | 12 | Session Outline: 13 | 14 | 5 min Introduction / famous people i.e. Elon Musk, Woz, Harrison Ford etc.- Parker 15 | 16 | 10 min Video TedTalk https://www.ted.com/talks/susan_cain_the_power_of_introverts 17 | 18 | 5 min Student intro / break into groups and talk about how the video related to them - Jeff 19 | 20 | 10 min as a class to discover what each group gained from the video 21 | 22 | 15-20 min Family Feud Game review trivia - Jorge 23 | 24 | 5 min - Outro / recap - Tim 25 | 26 | Submit by the end of Gear Up on Friday and tag @emhickmann 27 | -------------------------------------------------------------------------------- /archive/m4_sessions/1803-inning/test.md: -------------------------------------------------------------------------------- 1 | test 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1804inning/biohacking.md: -------------------------------------------------------------------------------- 1 | Group Members: 2 | 3 | Matt Milton 4 | Joseph Jobes 5 | Charles Yach 6 | Om Saetehn 7 | 8 | Name of Session: The Realm of Biohacking 9 | 10 | Session Description (Why should students come to this session): Are you interested in biological enhancement? Drop in to learn about biohacking. 11 | 12 | Session Outcomes (What will students learn/leave with?): We would like to inform them on biohacking and help them understand how they can contribute to the industry. They will also go home understanding the importance of biohacking, how to discern false biohacking statements, and give them a starting point for researching how to optimize their biology. 13 | 14 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 15 | ### Introductons / Definitions: 10 min 16 | * What's your name, mod, and what does biohacking mean to you? 17 | * Start tally for definitions of biohacking. 18 | ### Define Types of Biohacking: 30 min 19 | * Division of Topics 20 | * Joe: Nutrigenomics 21 | * Matt: Genetics 22 | * Charles: Cyborgs 23 | * Ohm: Environment 24 | * Combine all topics into single google drive slide presentation. 25 | * Each person will be responsible for providing an engaging presentation, which includes the materials and content. 26 | 27 | ### Small Group Activity: 20 min 28 | * Spend five minutes finding example of good and bad biohacking 29 | * This is intentionally vague to prevent group think, which is a nasty beast, emerging from it's nasty cave. 30 | * Rest of set for discussion amongst whole group 31 | ### Closing Discussion 32 | * Circle share how biohacking can help you in your future career as a software developer 33 | * What technology can help in your biohacking? 34 | 35 | 36 | Submit a PR at the end of this session and tag @emhickmann 37 | -------------------------------------------------------------------------------- /archive/m4_sessions/1804inning/ethics_of_AI.md: -------------------------------------------------------------------------------- 1 | 2 | Group Members: 3 | 4 | Pat McLaughlin 5 | Ellen Cornelius 6 | Andy Dymond 7 | Matt Walker 8 | 9 | # Name of Session: AI Carumba! 10 | 11 | ## Session Description (Why should students come to this session): 12 | Come to discuss and share opinions re: the ever increasing presence of AI in the world and how to handle the ethics of AI in our roles as developers. 13 | 14 | ## Session Outcomes (What will students learn/leave with?): 15 | * Students leave with an opinion on AI 16 | * Aware of their ethical line 17 | * Know what they can do as individuals in their job to hold their values re: AI 18 | * How to handle and be aware of their company's ethics 19 | * What to do if their company pushes their ethical line 20 | 21 | ## Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 22 | - dynamic presentation, we want students moving around and interacting a lot 23 | - message instructors to tell cohort to not leave their stuff in classroom 24 | 25 | INTRO 5/10min 26 | - name, cohort & answer to: "When was your last interaction with artifical intelligence?" or something similar 27 | 28 | CONTEXT 20 min / 5 29 | - Automation of labor 30 | - History of labor automation 31 | - What do we do/have we done with displaced workers? 32 | - statistics & resources 33 | - discussion 34 | 35 | MAIN QUESTION 36 | caucusing? 37 | - What do we do as developers? 38 | - Discussion 39 | - Articles re: solutions 40 | - Devils advocate? 41 | - Lineup/ identifying personal ethical lines 42 | - alexa 43 | - no cashiers 44 | - automated ubers and trucks 45 | - what do you do when you hit an ethical line? 46 | -resources? 47 | ## Submit a PR at the end of this session and tag @emhickmann 48 | -------------------------------------------------------------------------------- /archive/m4_sessions/1804inning/public_data.md: -------------------------------------------------------------------------------- 1 | Group Members: 2 | 3 | Jonathan Sweet 4 | Anna Royer 5 | Sabrina Kennedy 6 | Jared Eklin 7 | 8 | #### Name of Session: Using Public Data for Civic Tech 9 | 10 | #### Session Description (Why should students come to this session): 11 | Discussing and Engaging with material and others on what civic tech and public data are and how to use them to solve problems irl. 12 | 13 | #### Session Outcomes (What will students learn/leave with?): 14 | * Students will be emboldened to become involved in Civic Tech projects 15 | * Students will know what Civic Tech is and how it is being used or has been used in the past 16 | * Students will have concrete resources to becoming involved in Civic Tech 17 | * Students will brainstorm ideas of ways to become involved in Civic Tech 18 | 19 | #### Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 20 | **Ice Breakers** (7 minutes) 21 | Name, Mod, hometown, what draws you to civic tech? 22 | * Write and tally answers to the last question on the board 23 | 24 | **Intro** (10 minutes) _materials: 25 | (SLIDES) https://docs.google.com/presentation/d/1Y2hAyOyOlcHQYUEi2cOVQH0-tLZ-Ea6UdD3S3hW4GJA/edit#slide=id.g337ecf2748_0_92 26 | * Sabrina: What is Civic Tech? 27 | * Anna: Real examples of how people have used and are using public data for civic tech 28 | * Jon: What classifies data as "public" 29 | * Jared: What is an API? 30 | 31 | **Open Questions**(5 minutes) 32 | 33 | **Breakout** (7 minutes) 34 | (4 small groups: each group discusses one of the following questions) 35 | 1 facilitator per group with materials to help guide or supplement the discussion 36 | Material provided in slack channel extended to participants 37 | * Jared: What kind of problems could you solve with civic tech? 38 | * Sabrina: Where can you find public data? 39 | * Jon: What barriers are there to accessing public data? 40 | * Anna: Who is in the space of civic tech? 41 | 42 | **Whole Group Share**(10 minutes) 43 | 44 | **Breakout**(10 minutes) 45 | (4 small groups) 46 | Moderators assist groups with direction 47 | Provided list of projects and open problems, one problem assigned to each group. 48 | Projects included in the slide deck. 49 | * How would you define the problem? 50 | * How you might attack the problem? 51 | 52 | 53 | **Whole Group Share**(10 minutes) 54 | **Wrap Up with 'Final Thoughts' concluded from Group Share** 55 | 56 | Thank you! Have a great day! 57 | 58 | Submit a PR at the end of this session and tag @emhickmann 59 | -------------------------------------------------------------------------------- /archive/m4_sessions/1804inning/self_doubt.md: -------------------------------------------------------------------------------- 1 | Group Members: 2 | 3 | Anna Lewis 4 | Luke Chambers 5 | Michael Gatewood 6 | Ricardo Viera 7 | 8 | Name of Session: You Probably Won't Come To This Session, You'd Rather Be Working On Your Project 9 | 10 | Session Description (Why should students come to this session): Your project deadline is coming up, and you doubt you'll even finish it. It seems like everyone is ahead of you. You're probably going to repeat anyway. Why did you even come to Turing in the first place? You probably stopped reading this already, because we doubt this description is helpful at all, but come learn how self-doubt is impeding your learning 11 | 12 | Session Outcomes (What will students learn/leave with?): Students will leave with confidence to do something that they don't know how to do. Leave with strategies to cope with when doubt creeps. 13 | 14 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 15 | 16 | Step -1: Talk Guidelines --- Ricardo 17 | - This may be a little sensitive for people. Please respect each other. Everyone has different opinions that come from different life experiences. 18 | 19 | https://www.wikihow.com/Become-a-Decent-Person 20 | 21 | Step 0: Intros --- Anna 22 | - Count off to break people into groups (1..4) 23 | - Introduce yourself to your group (4 groups, we will each lead a group) 24 | - Introduction question: 25 | 26 | Step 1: Recognition --- Luke 27 | - Why is it a problem (College Study on testing or some other stuff that we don't know the name of yet) 28 | - What are some things you tell yourself when you begin to self doubt? What situations do you find yourself self doubting in? Did those thoughts help the situation or hurt the situation or were they neutral? 29 | - Write down expressions of self doubt on the board 30 | 31 | Step 3, 4, 5, and 6: Group Leads 32 | - Doubt you will ever be a programmer --- Michael 33 | - Doubt you will be as good as the people around you --- Luke 34 | - Doubt you will pass the module --- Ricardo 35 | - Doubt you are ready to start a job --- Anna 36 | 37 | Step 3.5 and 4.5 and 5.5 and 6.5: Discuss strategies to address the self doubt in the proposed situation 38 | - At the end, write your solutions on the white board 39 | 40 | Step Idk maybe 9?: Wrap-Up --- Michael 41 | - Address solutions written on the board 42 | - Open up discussion to the room 43 | 44 | Submit a PR at the end of this session and tag @emhickmann 45 | -------------------------------------------------------------------------------- /archive/m4_sessions/1804inning/treating_depression_with_mobile_app.md: -------------------------------------------------------------------------------- 1 | Group Members: 2 | 3 | Megan McMahon 4 | Andrew Jeffery 5 | Kailin Cannon 6 | Matt Renn 7 | 8 | Name of Session: Treating Depression with Mobilie Apps 9 | 10 | Session Description (Why should students come to this session): 11 | This session will explore some the mobile treatment options as well as technological sources. Students will leave with tools to help themselves an others. 12 | 13 | Session Outcomes (What will students learn/leave with?): 14 | 15 | * What can I do to help myself 16 | * I am now empowered to help others 17 | 18 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 19 | Pre Gear-Up: 20 | Send Resources 21 | 22 | * ### topic intro (5 min) 23 | - Leader Intros 24 | - Scope of the coversation (1 min) 25 | - types of depression and what we are focusing on - Moderate, not severe. 26 | - If anyone feels 27 | 28 | * ###Intro: 29 | - Name and Mod (5 mins) 30 | - small group intros (5 mins) 31 | - Why did you choose this session? 32 | 33 | * ###Does technology lead to depression? (15 mins) - ANDREW 34 | - Have people stand in a line from opinions of thinking it's a major factor or not a factor. 35 | _ Then we will have people group up with people from opposite sides to discuss. 36 | 37 | 38 | * Mobile Treatment options (15 mins) - KAILIN, MEGAN 39 | - break into 4 groups, each group will research two of the apps below and discuss pros/cons in small groups and then share 40 | 1. https://www.mycompass.org.au/ 41 | 2. https://my.happify.com/ 42 | 3. http://www.moodtools.org/ 43 | 4. https://www.superbetter.com/ 44 | 5. https://www.anxietybc.com/resources/mindshift-app 45 | 6. http://www.liveocdfree.com/ 46 | 7. https://itunes.apple.com/us/app/lantern-golantern.com/id915708282?mt=8 47 | 8. http://t2health.dcoe.mil/dream-ez 48 | 9. https://itunes.apple.com/us/app/whats-up-a-mental-health-app/id968251160?mt=8 49 | 50 | - With what we have found, large group discussion on how effective apps can be at treating depression? 51 | 52 | * what can we as students do - small group app brainstorming. (10 mins) - KAILIN, MEGAN 53 | - In small groups, discuss at least one possible app that we could build as students and share with the group. 54 | 55 | 56 | 57 | 58 | 59 | Post gear-up: 60 | Send resources 61 | 62 | 63 | Submit a PR at the end of this session and tag @emhickmann 64 | -------------------------------------------------------------------------------- /archive/m4_sessions/1804inning/winning_through_failure.md: -------------------------------------------------------------------------------- 1 | 2 | 3 | Group Members: 4 | 5 | Ngoc Phan 6 | Aldo Mercado 7 | Maddy Dannenberg 8 | Steven Lee Lawson 9 | 10 | # Name of Session: 11 | Winning Through Failure --choosing the path of most resistance 12 | 13 | ## Session Description (Why should students come to this session): 14 | 15 | Learn how to accept failure as being okay and is part of growing as a person. 16 | 17 | ## Session Outcomes (What will students learn/leave with?): 18 | 19 | How to be comfortable talking about your failures in a positive light as it's a popular interview question. 20 | Here's how I faced these challenges, and how I came through it. 21 | 22 | ## Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 23 | Intros: 15min (Maddy) 24 | -Say your name, mod, favorite summer activity, and why you chose this session. 25 | 26 | Videos: 6min 27 | Will Smith's take on failure (why failure is good): [video](https://www.youtube.com/watch?v=wFf6rhcYkXw) 2min 28 | Stories of famous people of history: [video](https://www.youtube.com/watch?v=zLYECIjmnQs) 3min 29 | 30 | Discussion: 25min (Aldo) 31 | Why we chose this as an important topic? 32 | Mention: If this makes you feel uncomfortable, that's kind of the point as it's a common interview question* 33 | 34 | In small groups: Talk about a time you have failed 35 | -start with groups of two, turn and talk 3min 36 | -then open up to table 10min 37 | -then open it up to class to whoever wants to share 10min (led by Steven) 38 | 39 | Have them read article in class 5min (Steven) 40 | *Slack to them beforehand 41 | [4 steps to overcoming failure](https://www.fastcompany.com/3035120/4-steps-to-overcoming-failure-and-using-it-to-your-advanta) 42 | 43 | Discussion: (Ngoc) 44 | First turn and talk as a table 10min 45 | Discuss as group ~15min/until end 46 | What are some examples of how you have failed while here at Turing? 47 | Why is there a social stigma that failure is negative? 48 | How can you overcome failure? 49 | 50 | # Submit a PR at the end of this session and tag @emhickmann 51 | -------------------------------------------------------------------------------- /archive/m4_sessions/1806-inning/Template.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | 4 | 5 | ## Name of Session: 6 | 7 | ## Session Description 8 | 9 | (Why should students come to this session): Are you interested in biological enhancement? Drop in to learn about biohacking. 10 | 11 | ## Session Outcomes 12 | 13 | (What will students learn/leave with?): 14 | 15 | ## Session Outline 16 | 17 | (Please include who is facilitating and how much time you are going to spend in each section): 18 | 19 | ## Recommended Trajectory 20 | 21 | Best practices: No section should be longer than 20 minutes 22 | Create a session that YOU would want to attend 23 | Share resources in your slack channel 24 | All sessions NEED to have a closing activity, reflection, discussion 25 | 26 | ## Introductons 27 | ## Intro to new material 28 | ## Small Group Activity 29 | ## Closing Discussion 30 | 31 | 32 | Submit a PR at the end of this session and tag @emhickmann 33 | -------------------------------------------------------------------------------- /archive/m4_sessions/1806-inning/group1.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Adam Conway, Seamus Quinn, Cameron Buscher, Eric Jungbluth 3 | 4 | ## Name of Session: 5 | You're not an Imposter: You belong to the light, you belong to the thunder. 6 | 7 | ## Session Description 8 | 9 | Think you're not a developer? You're not the only one! Learn about imposter syndrome and how to break the cycle. 10 | 11 | ## Session Outcomes 12 | 13 | (What will students learn/leave with?): 14 | Normalize imposter syndrome 15 | Learn more about it 16 | Learn to break the cycle 17 | 18 | 19 | ## Session Outline 20 | 21 | (Please include who is facilitating and how much time you are going to spend in each section): 22 | Introductions : 10 mins with full group 23 | 24 | Seamus personal story/ 25 | Small groups sharing their ideas on what it means to them/what they've experienced : 20mins with Seamus 26 | 27 | Cameron personal story/ 28 | Teaching about imposter cycle/5 types of imposter syndrome 29 | Eric personal story/ : 20mins with Cam and Eric 30 | 31 | Adam personal story 32 | Coping with imposter syndrome/How to interrupt the cycle 33 | Wrap it up/closing discussion : 20mins with Adam 34 | 35 | Slides can be found here: 36 | https://docs.google.com/presentation/d/1Al72A0SQjA-3oLkSDIEDMdfAGpP0dSoAPZRXMu1nnVY/edit#slide=id.p 37 | 38 | Submit a PR at the end of this session and tag @emhickmann 39 | -------------------------------------------------------------------------------- /archive/m4_sessions/1806-inning/relax-starter-pack.md: -------------------------------------------------------------------------------- 1 | # Relaxation Starter Pack 2 | 3 | ## Apps 4 | [](https://www.headspace.com/) 5 | [](http://www.habitbull.com/) 6 | 7 | ## 24 / 7 Music Streams 8 | [](https://www.youtube.com/watch?v=NuIAYHVeFYs) 9 | [](https://www.youtube.com/watch?v=y7e-GC6oGhg) 10 | 11 | [](https://www.youtube.com/watch?v=LsBrT6vbQa8) 12 | [](https://www.youtube.com/watch?v=jgMfYgsRvQ8) 13 | 14 | ## Why Meditate 15 | [](https://www.youtube.com/watch?v=Aw71zanwMnY) 16 | 17 | ## Meditations 18 | [](https://www.youtube.com/watch?v=KCgVHFk3-lM) 19 | [](https://www.youtube.com/watch?v=m3-O7gPsQK0) 20 | [](https://www.youtube.com/watch?v=LU6Oi80n5J4) 21 | 22 | ## Stretching Exercises 23 | 24 | #### stuff below this line will not be included 25 | ---- 26 | ### Spoof, yet fun guides 27 | [Stretching to the classics](https://www.youtube.com/watch?v=m8YU6IzPlJ0) 28 | 29 | [Active Jack](https://youtu.be/7JqaF4oAuOY?t=31s) 30 | 31 | unsure of these why meditate videos 32 | https://www.youtube.com/watch?v=gvJLmVYVvVM 33 | https://www.youtube.com/watch?v=CmhkmLFc74E 34 | https://www.youtube.com/watch?v=mMMerxh_12U 35 | 36 | unsure of this how to meditate video 37 | https://www.youtube.com/watch?v=lWIFMfEgc8A 38 | 39 | unsure of these extra resources for hand meditations 40 | https://upliftconnect.com/japanese-technique-stress-relief/ 41 | https://www.ncbi.nlm.nih.gov/pubmed/24771664 42 | -------------------------------------------------------------------------------- /archive/m4_sessions/1806-inning/relax.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Jim Dechant, Tony Robertson, Tyler Lundgren, Tyler McNamara 3 | 4 | 5 | ## Name of Session: Lets just relax! 6 | 7 | ## Session Description 8 | 9 | It's week 5, you are not stressed at all, but if you are this is the gear up for you. ( We will be stretching and meditating but isn't required ) 10 | 11 | ## Session Outcomes 12 | 13 | This is mainly to take some time to yourself and relax, and hopefully you will have a few tools to take with you and use in times of stress. 14 | 15 | ## Session Outline 16 | 17 | Tyler L. => (Everyone, 5 min) => Each member of the presenting group will go around and introduce themselves and what program they are in. Tyler talks about overview of this gear-up session. 18 | 19 | Jim D. => (Icebreakers w/ students, 15 min) => What is your name, what mod/program are you in, what does mindfuleness mean to you? 20 | 21 | Walk to park => (Everyone, 5 min, we will be [here](https://www.google.com/maps/dir//1272e+18th+St,+Denver,+CO+80202/@39.7508744,-104.9954928,185m/data=!3m1!1e3!4m9!4m8!1m0!1m5!1m1!1s0x876c78db0f1f53b1:0x7e701df19d4a86b9!2m2!1d-104.9948399!2d39.7505415!3e0)) We will just walk and enjoy nature... 22 | 23 | Tony => (Everyone, 10 min) => Voluntentold responses 24 | What has been the most stressful situation (maybe constant) and how did you handle it, => we give our examples 25 | 26 | Tyler L. & Tyler M. (carpal) && Tony & Jim (general) => (10 min) => Stretching 27 | [Hand / Carpal Tunnel streches](https://www.healthline.com/health/chronic-pain/wrist-and-hand-stretches#from-our-expert) 28 | * Hand / Carpal Routine 29 | * Praying Position 30 | * Extended Arm 31 | * Clenched Fist 32 | * Deck Press 33 | * Thumb Push 34 | * Thumb Pull 35 | * Thumb Wars 36 | * Figure Eight 37 | * Eagle Arms 38 | 39 | [General streches](https://www.healthline.com/health/deskercise) 40 | * General Strech Routine 41 | * Tricep Stretch 42 | * Overhead Reach 43 | * Upper-body & Arm Stretch 44 | * Shoulder Stretch 45 | * Forward Stretch 46 | * Trunk Rotation 47 | * Hip & Knee flection 48 | * Hamstring Stretch 49 | * Shoulder Shrugs 50 | * Neck Stretches 51 | 52 | Tyler M. => (Guided Meditation, 10 min) - 53 | 54 | [Sunscreen](https://www.youtube.com/watch?v=sTJ7AzBIJoI) 55 | 56 | Back to campus => (Everyone, 5 Min) => We are still just walking, talking about what a great session everyone just had. 57 | 58 | Tyler M. => (Strategies going forward, 10 min) => Here are some useful apps, meditation videos, and stretching guides you can use to practice relaxing anytime. 59 | 60 | Submit a PR at the end of this session and tag @emhickmann 61 | -------------------------------------------------------------------------------- /archive/m4_sessions/1806-inning/test.md: -------------------------------------------------------------------------------- 1 | 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1808-inning/Pay_it_forward.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Jude 3 | Justine 4 | Andrew 5 | Adam 6 | 7 | ## Name of Session: 8 | Pay It Forward 9 | 10 | ## Session Description 11 | (Why should students come to this session): Are you interested in biological enhancement? Drop in to learn about biohacking. 12 | Haley Joel Osment will not be there! Join us to see and experience a main theme that runs through Turing's blood and the tech industries veins! 13 | 14 | ## Session Outcomes 15 | 16 | (What will students learn/leave with?): 17 | Apreciation for helping others and how it effects their learning and mastery. 18 | 19 | ## Session Outline 20 | 21 | (Please include who is facilitating and how much time you are going to spend in each section): 22 | 23 | 24 | ## Recommended Trajectory 25 | 26 | Best practices: No section should be longer than 20 minutes 27 | Create a session that YOU would want to attend 28 | Share resources in your slack channel 29 | All sessions NEED to have a closing activity, reflection, discussion 30 | 31 | ## Introductons 32 | Each leader will stand in a corner of the room 33 | Intros- Name and mod and experience with 1 of our 4 activities 34 | We'll sort them on the board so they get organized into groups that are not related to the task we are teaching. 35 | 36 | ## Intro to new material 37 | Read the Article 38 | Each leader from their corner 39 | Each person will give brief story or connection of paying it forward in tech. 40 | Justine - Give specific example in which Jude and Steve helped me and then I was able to help Jamison with connecting a FE app with a BE app. 41 | Adam - leaning towards example 42 | Jude - Speak about paying it forward and the pivitol role it plays tech 43 | Andrew - TBD 44 | 45 | ## Small Group Activity 46 | Get 4 volunteer teachers 47 | Separate into groups, explain what they are going to make a first unlead attempt at while we teach the volunteers the task. 48 | Then the volunteers will cascade style teach each group member, along with the previous student. 49 | 50 | ## Closing Discussion 51 | Leaders to 4 corners 52 | Throw rubber duck around so each person reflects on what they learned or any aha moments. 53 | 54 | Tie it together. 55 | Justine - Explain they met someone today and that's a new friend/teacher or student they can work with. 56 | Adam - Offer an observation about the session 57 | Jude - Offer us as a resource for help 58 | Andrew - TBD 59 | 60 | Submit a PR at the end of this session and tag @emhickmann 61 | -------------------------------------------------------------------------------- /archive/m4_sessions/1808-inning/machine_learning.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Ryan Harrington 3 | David Dunn 4 | Tyler Westlie 5 | 6 | 7 | ## Name of Session: 8 | Machine Learning Blessing or Curse 9 | 10 | ## Session Description 11 | Intro to AI, Machinelearning, and Deeplearning. Specifically in regards to driverless cars. 12 | Ethically implications of driverless cars: Truck Drivers, People getting hit by driverless cars, potentially no more need for drivers liscenses. 13 | 14 | 15 | ## Session Outcomes 16 | Better understanding of the technology, where we're at today, how wield this powerful tool ethically, exposure to the debate. 17 | 18 | 19 | ## Session Outline 20 | Driverless Cars (pros, cons, ethics) 21 | Who stands to gain the most, lose the most, will society survive? 22 | 23 | 24 | ## Recommended Trajectory 25 | 26 | Best practices: No section should be longer than 20 minutes 27 | Create a session that YOU would want to attend 28 | Share resources in your slack channel 29 | All sessions NEED to have a closing activity, reflection, discussion 30 | 31 | ## Introductons 32 | ## Intro to new material 33 | ## Small Group Activity 34 | ## Closing Discussion 35 | 36 | 37 | Submit a PR at the end of this session and tag @emhickmann 38 | -------------------------------------------------------------------------------- /archive/m4_sessions/1808-inning/stress_management.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Theresa Marquis, 3 | Jimmy Nelson, 4 | Quinlan Hill 5 | 6 | ## Name of Session: Stress Management 7 | 8 | ## Session Description 9 | As the name suggests, Stress Management addresses the issue of stress at Turing and else where. We will discuss stress and explore some activities to manage the stress in our lives. 10 | 11 | ## Session Outcomes 12 | * Learn about effects of stress. 13 | * Learn strategies to manage stress. 14 | * Practice three possibilities to manage stress. 15 | 16 | ## Session Outline 17 | 18 | * Short intro (5 minutes) 19 | * Break up into three groups (assigned by us) 20 | 1. Guided Meditation (20 minutes x 3) 21 | 2. Journaling (20 minutes x 3) 22 | 3. Gardening (20 minutes x 3) 23 | * Wrap up after each group individually and rotate to next group. 24 | * Final wrap up with the whole group. Short exchange on how people feel. 25 | 26 | ## Recommended Trajectory 27 | 28 | Best practices: No section should be longer than 20 minutes 29 | Create a session that YOU would want to attend 30 | Share resources in your slack channel 31 | All sessions NEED to have a closing activity, reflection, discussion 32 | 33 | ## Introductions 34 | * We introduce ourselves 35 | ## Intro to new material 36 | * What is stress and how we manage it. 37 | * Jimmy will take the lead and make a short slideshow presentation. 38 | * Short explanation of what the we will be doing in our groups before we head out. 39 | 40 | ## Small Group Activity 41 | after introductions, we will break up into three even groups, each of which will be lead by one of us. 42 | * Guided Meditation - Quin 43 | - Everyone in the group will be asked to lie down on a yoga mat and close their eyes. Relaxing music will be playing and I will read a guided meditation. 44 | * Cooking - Theresa 45 | - Each of the three groups will make a No Bake Lemon Icebox Pie. They will store them in the fridge to set. 46 | -  47 | - Theresa will bring a bluetooth speaker for playing music in the kitchen 48 | * Journaling - Jimmy 49 | 1. Learn the proven mental/emotional/psychological benefits of journaling. 50 | 2. Learn how to set up your journaling habit. 51 | 3. Learn some things to include in each journal entry. 52 | 4. Practice journaling. 53 | 54 | ## Closing Discussion 55 | * Everyone will have the opportunity to say a few words about how they feel now or what they will take away from our session. 56 | 57 | Submit a PR at the end of this session and tag @emhickmann 58 | -------------------------------------------------------------------------------- /archive/m4_sessions/1808-inning/template.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | 4 | 5 | ## Name of Session: 6 | 7 | ## Session Description 8 | 9 | (Why should students come to this session): Are you interested in biological enhancement? Drop in to learn about biohacking. 10 | 11 | ## Session Outcomes 12 | 13 | (What will students learn/leave with?): 14 | 15 | ## Session Outline 16 | 17 | (Please include who is facilitating and how much time you are going to spend in each section): 18 | 19 | ## Recommended Trajectory 20 | 21 | Best practices: No section should be longer than 20 minutes 22 | Create a session that YOU would want to attend 23 | Share resources in your slack channel 24 | All sessions NEED to have a closing activity, reflection, discussion 25 | 26 | ## Introductons 27 | ## Intro to new material 28 | ## Small Group Activity 29 | ## Closing Discussion 30 | 31 | 32 | Submit a PR at the end of this session and tag @emhickmann 33 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/big_data.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | JP Lynch 3 | Kurt Miller 4 | Gray Smith 5 | Joel O'Connor 6 | 7 | ## Name of Session: 8 | Big Data: How Big is Big Enough? 9 | 10 | ## Session Description (Why should students come to this session): (EX: Are you interested in biological enhancement? Drop in to learn about biohacking.) 11 | Step into big data: what it is, how it's used, and what are the ethical ramifications. 12 | 13 | ## Session Outcomes 14 | Whta is big data? 15 | What tools are used in big data? 16 | WHat are the ethical ramifications of bigdata? 17 | 18 | Best practices: No section should be longer than 20 minutes 19 | Create a session that YOU would want to attend 20 | Share resources in your slack channel 21 | All sessions NEED to have a closing activity, reflection, discussion 22 | ## Session Outline 23 | Student intros- name, mod, a hobby outside of coding (5-10min) All 24 | Presentation of what is big data- (20min) Kurt and Joel 25 | Presentation of what tools are used in big data- (20min) Gray 26 | Presentation on ethics of big data- (15min) JP 27 | Seperate students into 4 groups (2 for pros of big data, 2 for negatives of big data), dicuss amongst groups, each group will present in the front of the class (15min) JP 28 | Wrap up- (5min) All 29 | 30 | @emhickmann 31 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/boundaries.md: -------------------------------------------------------------------------------- 1 | ## Group Members: LeeLee Graham, Seth Schwartz, Keegan Corrigan, Cody Taft 2 | 3 | ## Name of Session: Setting Healthy Boundaries 4 | 5 | ## Session Description (Why should students come to this session): (EX: Are you interested in biological enhancement? Drop in to learn about biohacking.) 6 | 7 | -A discussion oriented workshop with an emphasis on developing tools to set appropriate and healthy boundaries at work. 8 | 9 | ## Session Outcomes 10 | 11 | (What will students learn/leave with?): 12 | 13 | - The "no" has to go somewhere. 14 | - Using "no" as a currency. Exercising "no". 15 | - They leave with bags and bags of "no's" 16 | - You become the things you say 'yes' to. 17 | 18 | Best practices: No section should be longer than 20 minutes 19 | Create a session that YOU would want to attend 20 | Share resources in your slack channel 21 | All sessions NEED to have a closing activity, reflection, discussion 22 | 23 | ## Session Outline 24 | 25 | - Brief Introduction 26 | 27 | - Small group discussion about last time we set boundaries and how it made us feel, talking candidly about what makes us uncomfortable. (We will break out into 2 groups. 2 facilitators per group.) 28 | 29 | - Using chocolate coins as no currency in a "no" based activity (this needs refinement! But it's gonna be fun and informative and fun!!!). 30 | 31 | (Please include who is facilitating and how much time you are going to spend in each section): 32 | 33 | Submit a PR at the end of this session and tag @emhickmann 34 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/creativity.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | Dennis Miller, Laura Whitaker, Jesse McFadden, Paul Kim 4 | 5 | 6 | ## Name of Session: 7 | 8 | Creativity 9 | 10 | ## Session Description (Why should students come to this session): (EX: Are you interested in biological enhancement? Drop in to learn about biohacking.) 11 | 12 | How does it help with problem solving? How do you practice it? How does it affect technology and vice versa? Maybe find some answers or leave with more questions… Either way we hope to get you thinking. 13 | 14 | ## Session Outcomes 15 | 16 | (What will students learn/leave with?): 17 | 18 | 1) Feeling inspired and energized 19 | 2) Takes them out of their element 20 | 3) Having a next step 21 | 4) Feeling like they made a connection 22 | 23 | Best practices: No section should be longer than 20 minutes 24 | Create a session that YOU would want to attend 25 | Share resources in your slack channel 26 | All sessions NEED to have a closing activity, reflection, discussion 27 | ## Session Outline 28 | 29 | 10min - Dennis: Hand out pieces of colored paper / Ice breaker / Question - What is one creative thing you did this week? 30 | 10min - Paul: Object exercise - What are other use cases for…. Ex. keycard, mug, pen, cellphone 31 | 5min - Jesse: Intro / Set the tone 32 | 33 | 5min - break 34 | 35 | 3min - Video (https://www.youtube.com/watch?v=LgRSjAi7SVM) 36 | 5min -Discussion w/ prompted questions (break into 4 groups based on colors) 37 | 3min - Video (https://www.youtube.com/watch?v=J3Om3vknLl0) 38 | 5min -Discussion w/ prompted questions 39 | 3min - Video (https://www.youtube.com/watch?v=zizkcQ1IXoA) 40 | 5min -Discussion w/ prompted questions 41 | 42 | 5min - break 43 | 44 | 12min - Laura: Closing comments / Exquisite corpse drawing activity 45 | 3min - Survey 46 | 47 | ## Recommended Trajectory 48 | 49 | ## Introductons 50 | ## Intro to new material 51 | ## Small Group Activity 52 | ## Closing Discussion 53 | 54 | 55 | Submit a PR at the end of this session and tag @emhickmann 56 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/ethics_of_ai.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | Connor Osburn 4 | Chris Powell 5 | Tom King 6 | Brandon Fiebiger 7 | Benjamin Paige 8 | 9 | ## Name of Session: 10 | 11 | Ethics of AI 12 | 13 | ## Session Description (Why should students come to this session): (EX: Are you interested in biological enhancement? Drop in to learn about biohacking.) 14 | 15 | A discussion of all different sects of artificial intelligence, 16 | providing a broad overview - including history, current events, and implications for the future AI. 17 | If you don’t have an opinion on artificial intelligence now, you will, when you leave this gear up!!! 18 | 19 | ## Session Outcomes 20 | 21 | (What will students learn/leave with?): 22 | 23 | ## general undersanding of what it is 24 | ## Know what AI is and what the ethical probloms are. 25 | - now 26 | - future 27 | ## high level view, where it came from and what the future looks like. 28 | 29 | ## Session Outline 30 | 31 | (Please include who is facilitating and how much time you are going to spend in each section): 32 | 33 | ## Personal Intros 10min 34 | ### Intros with 3-5 words on what you think about AI 35 | ### Will write feelings on the board 36 | ## Topic Intro 5-10min 37 | ### Intro to ai / video 38 | ## Small Groups 20-25min 39 | ### Small groups to search and then present 40 | 41 | #### 1. Voice and video mimicry (2-5min presentation by Connor) 42 | - Identity questions 43 | - What is truth? 44 | 45 | #### 2. Self-Driving Cars (2-5min presentation by Ben) 46 | - [Self-Driving Car Video](https://www.youtube.com/watch?v=ixIoDYVfKA0&vl=en) 47 | - 4min TedLearning video -> explaining the potential ethical issues with self-driving cars 48 | - How should self-driving cars deal with collision decisions? 49 | - Who should decide? 50 | - What should the car do? 51 | - What are the potential benefits/negative impacts to having self-driving cars? 52 | - Traffic related? 53 | - Job related? 54 | 55 | #### 3. Mind Clones (2-5min presentation by Brandon) 56 | - Rights of clones/non-clones 57 | - Benefits? 58 | - Risks? 59 | - How do you feel about a copy of yourself? 60 | 61 | #### 4. AI Hiring (2-5min presentation by Chris) 62 | - Discuss ethics 63 | - Amazon article 64 | 65 | #### Closing Discussion 15min (All Ben) 66 | ##### Closing Discussion Discuss where people think things/ ai are going. 67 | 68 | Submit a PR at the end of this session and tag @emhickmann 69 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/privacy.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Tim, Stephen, Lucas 3 | 4 | 5 | ## Name of Session: Responsibilites of Web Security: What to Know For an Interview 6 | 7 | ## Session Description (Why should students come to this session): (EX: Building a perfectly secure application!) 8 | 9 | ## Session Outcomes 10 | 11 | (What will students learn/leave with?): 12 | - Interview question takaways for security 13 | - Responsibilities of the developer for handling information 14 | - Self-awareness of limitations in security as a Turing Student 15 | 16 | ## Session Outline 17 | 18 | (Please include who is facilitating and how much time you are going to spend in each section): 19 | - Introuction/Ice Breaker 20 | - Big Data Breeches (TIM) 21 | - Security on The FE (TIM) 22 | - Turn and Talk: How do you feel about handling a client's personal data? How would you feel if your team was responsible for a data breach? 23 | - Common hacking methods, overall vocab of attack types(STEVE) 24 | - DDOS, hacking to deny service. (LUCAS) 25 | - Interview End questions(LUCAS/STEVE) 26 | - Turn and Talk: What did you take away? 27 | 28 | 29 | ## Recommended Trajectory 30 | - Introuction/Ice Breaker(5) 31 | - Big Data Breeches (TIM)(10) 32 | - Security on The FE (KIEHL)(10) 33 | - Turn and Talk: How do you feel about handling a client's personal data? How would you feel if your team was responsible for a data breach? (5) 34 | - Common hacking methods, overall vocab of attack types(STEVE)(10) 35 | - Turn and Talk: 36 | - DDOS, hacking to deny service. (LUCAS)(10) 37 | - Interview End questions(10) 38 | - Turn and Talk: What did you take away? (10) 39 | 40 | 41 | 42 | Submit a PR at the end of this session and tag @emhickmann 43 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/problems_tech_cannot_solve.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Chris Boylen John Roemer Emmie Hayes Tristan0bambauer 3 | 4 | ## Name of Session: 5 | Can technology save all problems? 6 | 7 | ## Session Description (Why should students come to this session): (EX: Are you interested in biological enhancement? Drop in to learn about biohacking.) 8 | Participate in a discussion about: Can technology solve all problems? 9 | 10 | ## Session Outcomes 11 | Walk away with greater understanding/exposure to a different opinions regarding whether technology can solve all problems. Also, how we can take this into account moving forward building applications as software developers. 12 | 13 | 14 | 15 | Best practices: No section should be longer than 20 minutes 16 | Create a session that YOU would want to attend 17 | Share resources in your slack channel 18 | All sessions NEED to have a closing activity, reflection, discussion 19 | ## Session Outline 20 | 21 | 1. intro to topic by John 22 | 1. we will split into two seperate groups. One group will be for e-scooters and one will be against. 23 | * starter points for debate 24 | 1. e-waste 25 | 1. acces to transportation for low cost 26 | 1. safety 27 | 1. maintenance 28 | 1. lack of public transportation in city 29 | 30 | 1. Debate topic (simple/see every day) : e-scooters/dockless bikes -> https://www.denverpost.com/2018/10/01/denver-dockless-scooters-confusion-injuries/ 31 | 1. secondary(backup): chris presents this topic: https://www.economist.com/international/2017/11/23/much-of-the-money-donated-after-disasters-is-stolen 32 | * how tech helped stop corruption in disaster relief donations 33 | 34 | 35 | ## Recommended Trajectory 36 | * Introductons 10mins 37 | * Intro to debate format (rearrange tables if needed) 10 mins 38 | * Debate/discussion - each side shares their arguments (we help prompt if needed) 20mins 39 | * Closing Discussion as a group to review key takeaways. We all talk about key take aways. 15 mins. 40 | * concluding video: https://www.ted.com/talks/jason_pontin_can_technology_solve_our_big_problems?language=en 41 | * fill out survey 42 | 43 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/public_data.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | * Angela Duran 3 | * Colin Armstrong 4 | * Matt Bricker 5 | * Michael Lyons 6 | 7 | 8 | ## Name of Session: An Exploration of Public Data and its Uses 9 | 10 | ## Session Description (Why should students come to this session): For people who want to learn more about public data and what we can use it for. 11 | 12 | ## Session Outcomes 13 | 14 | (What will students learn/leave with?): 15 | - Learn what Public Data is 16 | - Learn what an API is, and how to make use of available information 17 | - See some examples of Public Data in use 18 | - Come up with some ideas for Public Data usage 19 | 20 | 21 | ## Session Outline 22 | (Please include who is facilitating and how much time you are going to spend in each section): 23 | - 5 Minutes: Icebreaker/Introductions - Angela 24 | - 10 Minutes: Intro about what Public Data is, examples of sites for regular users - Matt 25 | - 10 Minutes: About API access, json format (talk about other formats) - Colin 26 | - 10 Minutes: Examples of good and nefarious applications that use Public Data - Michael 27 | - 25 Minutes: Each group is given an api to research, come up with a pitch for an app using that API - (Angela) All of us 28 | - 10 Minutes: Closing discussion - Angela 29 | 30 | ## Recommended Trajectory 31 | 32 | ## Introductons 33 | ## Intro to new material 34 | ## Small Group Activity 35 | ## Closing Discussion 36 | 37 | 38 | Submit a PR at the end of this session and tag @emhickmann 39 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/template.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | 4 | 5 | ## Name of Session: 6 | 7 | ## Session Description 8 | 9 | (Why should students come to this session): Are you interested in biological enhancement? Drop in to learn about biohacking. 10 | 11 | ## Session Outcomes 12 | 13 | (What will students learn/leave with?): 14 | 15 | ## Session Outline 16 | 17 | (Please include who is facilitating and how much time you are going to spend in each section): 18 | 19 | ## Recommended Trajectory 20 | 21 | Best practices: No section should be longer than 20 minutes 22 | Create a session that YOU would want to attend 23 | Share resources in your slack channel 24 | All sessions NEED to have a closing activity, reflection, discussion 25 | 26 | ## Introductons 27 | ## Intro to new material 28 | ## Small Group Activity 29 | ## Closing Discussion 30 | 31 | 32 | Submit a PR at the end of this session and tag @emhickmann 33 | 34 | -------------------------------------------------------------------------------- /archive/m4_sessions/1810-inning/update-boundaries-2: -------------------------------------------------------------------------------- 1 | ## We have created slides for the gearup. Here is the link: https://docs.google.com/presentation/d/1YE1iBZqZNNrMq6wizsOVMlDkTQNSKeR2a_zltqUEvjg/edit#slide=id.g28ce4a4870_0_744 2 | 3 | @emhickmann 4 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/assertiveness.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | * Kevin Simpson 3 | * Daniel Mulitauopele 4 | * Alex Ela 5 | 6 | ## Name of Session: Developing Healthy Assertiveness in the Workplace 7 | 8 | ## Session Description 9 | 10 | Do you have trouble voicing your opinion at crucial moments? Ever wanted a raise, but didn't know how to ask? Don't know how to ask your co-worker to turn the music down? Come to the Healthy Assertiveness Gear-Up. 11 | 12 | ## Session Outcomes 13 | 14 | * For students to feel more comfortable/confidence asserting themselves than they were when they walked in 15 | * For students who don't have a problem with being assertive finding ways to help others find their voices 16 | 17 | ### Recommended Trajectory 18 | 19 | * What does "assertive" mean to you? 20 | * What are good practices for being assertive? 21 | * What are bad practices for being assertive? 22 | 23 | ## Session Outline (Agenda for session, include timing for each session and who is facilitating) 24 | 25 | * Intro - why did you select this session, on a scale of 1-10, how assertive do you think you are? 26 | * Journal - when did your assertiveness (or lack of) play a role in an outcome? 27 | * Share journals by volunteer 28 | * Warm-up - physical/vocal 29 | * Leaders role-play a salary discussion with feedback 30 | * Small group-based role-play (low-stakes) 31 | * Volunteers for demonstrate advanced assertiveness 32 | * Reflection journaling 33 | 34 | 35 | 36 | Submit a PR at the end of this session and tag @emhickmann 37 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/big_tech.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Ahmad Kayyali, Laura Shamus, Mike McKee, Matt Peters 3 | 4 | 5 | ## Name of Session: 6 | Is Big Tech too powerful or will it save us all? 7 | 8 | ## Session Description 9 | 10 | Is Big Tech becoming too powerful? Does Big Tech's size make the world a better or worse place? We will discuss both sides of the issue by looking at how big tech impacts our lives, economies, and futures. 11 | 12 | ## Session Outcomes 13 | 14 | Education and a call to action to decide if this is a political, business, or moral issue. 15 | 16 | ### Recommended Trajectory 17 | 18 | Best practices: No section should be longer than 20 minutes 19 | Create a session that YOU would want to attend 20 | Share resources in your slack channel 21 | All sessions NEED to have a closing activity, reflection, discussion 22 | # Introductons 23 | # Intro to new material 24 | # Small Group Activity 25 | # Closing Discussion 26 | 27 | ## Session Outline (Agenda for session, include timing for each session and who is facilitating) 28 | 29 | 10 introductions + icebreaker 30 | - Icebreaker will include name/cohort, and we will let students choose one question from our slides to speak on. 31 | 1. How has big tech improved your life? 32 | 2. What is something big tech companies do that most people don't know about? 33 | 3. Why do you think almost all Big Tech companies are American? 34 | 15 Go over slides with the whole class showing both sides of the issues 35 | 5 We will split up into two sides by counting 1 and 2 across the room. 36 | 20 Minute discussion within our individual groups, Mike/Ahmed will lead one side & Matt/Laura will lead the other. We will come up with debate topics as a group and try to encourage some organic discussion. We will give each group the debate questions during this time. 37 | 30 Minute debate with each side presenting arguments that came up in group discussion, moderated by mod 4 students. 38 | 10 Personal reflection with some questions for the students to write in their journals. 39 | 40 | Submit a PR at the end of this session and tag @emhickmann 41 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/confidence.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Tara Craig, Patrick Shobe, Jesse Ling, Ben Ghalami, Becca Hyland 3 | 4 | ## Name of Session: The Confidence Gap 5 | 6 | ## Session Description 7 | 8 | (Why should students come to this session): 9 | 10 | Come explore current research on the relationship between confidence and competence (is there one?) and learn how to grow your own confidence and support others' confidence in our new careers as developers. 11 | 12 | ## Session Outcomes 13 | 14 | (What will students learn/leave with?): 15 | A toolbox: 16 | 1. Awareness of behavioral economic data / trends / research on the topic of confidence 17 | 2. How to build confidence (strategies) 18 | 3. How to help others build confidence ("spotlight" and other strategies to support others) 19 | 20 | ### Trajectory 21 | 22 | * ice breaker 23 | * (10 min) give an intro of why we are here - explain what the confidence gap is, what are the consequences 24 | * count off to form groups at random 25 | * break students into 2 groups with a 2-3 moderators for discussion/skits 26 | * give out snacks / gold coins 27 | * share when you felt confident and not confident and why 28 | * read a brief article snippet (possible connection between pay/success and confidence) 29 | * discussion 30 | * wrap up as a small group 31 | * wrap up as a whole group (superhero pose / power pose) 32 | 33 | 34 | Best practices: No section should be longer than 20 minutes 35 | Create a session that YOU would want to attend 36 | Share resources in your slack channel 37 | All sessions NEED to have a closing activity, reflection, discussion 38 | # Introductons 39 | # Intro to new material 40 | # Small Group Activity 41 | # Closing Discussion 42 | 43 | ## Session Outline (Agenda for session, include timing for each session and who is facilitating) 44 | 45 | 46 | Submit a PR at the end of this session and tag @emhickmann 47 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/data_visualization.md: -------------------------------------------------------------------------------- 1 | ## Group Members: Cole Hart, Drake Bott, Alex Bruce, Autumn Martin 2 | 3 | ## Name of Session: Legends of the Hidden Data: An Intro to Data Visualization 4 | 5 | ## Session Description 6 | 7 | (Why should students come to this session): Interested in data visualization and want to find out how to use it at Turing? Come to this session for an overview of data vis technologies in multiple coding languages, specifically tech you can use in your projects at Turing. Learn how to intelligently present graphs and data visuals, including a basic understanding of causation and correlation in data. Put it all together in a creative, hands-on activity using real APIs and colorful markers. 8 | 9 | ## Session Outcomes 10 | 11 | (What will students learn/leave with?): 12 | - A general understanding of data visualation technologies in multiple coding lanuages, including specific technologies you could use in Turing projects 13 | - A hands-on opportunity to hone your thinking around how to create visuals for related data using real APIs 14 | - Words of the trade when it comes to presenting graphs and data visuals, including a basic understanding of causation and correlation in data 15 | 16 | ### Recommended Trajectory / Session Outline 17 | (1 hr 10 mins) 18 | #### All 19 | - Intros: 10mins 20 | - Presentation: 30mins 21 | #### Alex B. 22 | - Intro to data visualization technologies in multiple coding languages: 7 minutes 23 | - Short non-Turing video? videos? 24 | - Lightning talk presentation to condense that we could share in channel 25 | (Specific video(s) on Turing do-able techs) 26 | #### Autumn M. 27 | - End with Specific technologies you can use at Turing (5 - 7 mins) 28 | - GraphQL, D3.js 29 | (Short video on correlation / causation / how to present data) 30 | #### Cole H. 31 | - Basics of correlation and causation and words of the trade (5 mins) 32 | 33 | #### Drake B. 34 | - Hands on Activity: (20 mins) 35 | 2-4 APIs (NewsAPI.org, DarkSky (weather), Unsplash (copywrite free photos)), 36 | 37 | We - give Docs packet of info for each API with a summary of available data 38 | They - psuedocode or sketch the data visualizations they would find interesting from that data 39 | 40 | #### All 41 | Wrap up discussion (10 mins) 42 | 43 | ### Resources needed: 44 | - digital presentation, 45 | - videos, 46 | - markers, 47 | - flip boards, 48 | - printed pamphlets 49 | 50 | 51 | Submit a PR at the end of this session and tag @emhickmann 52 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/template.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | 4 | 5 | ## Name of Session: 6 | 7 | ## Session Description 8 | (Why should students come to this session): Ex: Are you interested in biological enhancement? Drop in to learn about biohacking. 9 | 10 | ## Session Outcomes 11 | 12 | (What will students learn/leave with?): 13 | 14 | ### Recommended Trajectory 15 | 16 | Best practices: No section should be longer than 20 minutes 17 | Create a session that YOU would want to attend 18 | Share resources in your slack channel 19 | All sessions NEED to have a closing activity, reflection, discussion 20 | # Introductons with pronouns 21 | # Intro to new material 22 | # Small Group Activity 23 | # Closing Discussion 24 | 25 | ## Session Outline (Agenda for session, include timing for each session and who is facilitating) 26 | 27 | 28 | 29 | Submit a PR at the end of this session and tag @emhickmann 30 | 31 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/timprov.md: -------------------------------------------------------------------------------- 1 | 2 | ## Group Members: 3 | Tim Garrity, Nick Dambrosio, Graham Munro, Dina Caraballo, Abdulla Qudrat 4 | 5 | 6 | ## Name of Session: 7 | TIMPROV 8 | 9 | 10 | ## Session Description 11 | 12 | Good developers know how to code. Great developers know how to communicate. 13 | It's week five - let's have some fun! 14 | 15 | ## Session Outcomes 16 | 17 | * Meaningful connections 18 | * Identity 19 | * Collaboration 20 | * Reacting, not Acting 21 | 22 | 23 | 24 | ### Recommended Trajectory 25 | 26 | Best practices: No section should be longer than 20 minutes 27 | Create a session that YOU would want to attend 28 | Share resources in your slack channel 29 | All sessions NEED to have a closing activity, reflection, discussion 30 | # Introductons 31 | # Intro to new material 32 | # Small Group Activity 33 | # Closing Discussion 34 | 35 | ## Session Outline (Agenda for session, include timing for each session and who is facilitating) 36 | 37 | Intro 38 | * Whole group: Pass the clap; [Pass the Clap](http://improvencyclopedia.org/games/Pass_Clap.html) One word story;[One Word Story](https://improwiki.com/en/wiki/improv/one_word_story) 39 | * Split into two groups: Kumja; Family portrait; Hitchhiker [Kumcha](http://www.ultimatecampresource.com/site/camp-activity/kumcha.html)[Family Portrai](http://improv.ca/family-portraits/)[Hitchhiker](https://improwiki.com/en/wiki/improv/the_hitch-hiker) 40 | * Split into four groups: Count to 20; Bus Stop; Freeze [Count to 20](https://dramaresource.com/count-to-20/) [Bus Stop](http://theater-resource.blogspot.com/2007/09/bus-stop.html) [Freeze](https://learnimprov.com/freeze-tag/) 41 | * Whole group: Reflection - "How do I use this in the workplace"? 42 | 43 | 44 | ## Family Portrait themes: 45 | * Fast and Furious 46 | * Circus after a lion has gotten loose 47 | * Soccer Team that just won the World Cup 48 | * K-Pop Stars in concert with new best hit 49 | * Jumping out of a burning building 50 | * Zookeepers when the animals are loose before feeding time 51 | * Group skydiving 52 | * High tea at the queens castle 53 | * Night at the museum starring Ben Stiller 54 | * Everyone is Captain America 55 | 56 | Submit a PR at the end of this session and tag @emhickmann 57 | -------------------------------------------------------------------------------- /archive/m4_sessions/1811_inning/women_in_tech.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | Kathleen Yruegas 3 | Alexander Rau 4 | Aaron Weissman 5 | Haley Jacobs 6 | 7 | ## Name of Session: Women in Tech 8 | 9 | Bill Gates and Steve Jobs ain't got shit on these ladies 10 | 11 | ## Session Description 12 | 13 | Gain a greater understanding of contributions women have made in the tech world. 14 | 15 | ## Session Outcomes 16 | 17 | What are the different outcomes we have in place? 18 | -We want students to learn more about the history of women and their contributions to tech. 19 | -We want students to leave with an idea of personal struggles they have experienced or seen relating to inequality or struggles with women in tech. 20 | 21 | ## Session Outline (Agenda for session, include timing for each session and who is facilitating) 22 | 23 | Intro - introductions of participants. 24 | Outline - go through what will be covered in the session 25 | 20 women - run through all the names 26 | 4 women - each presenter shares more details about their favorite one of the twenty 27 | Study - break into groups and study the women 28 | Gametime! 29 | Reflection - break back into groups to reflect on the session 30 | 31 | ## Discussion Questions; 32 | - Describe a time you've seen discrimination against women working in tech. 33 | - What stands out to you? 34 | - Who is the biggest badass? 35 | - Who deserves more credit than they get? 36 | 37 | 38 | Submit a PR at the end of this session and tag @emhickmann 39 | -------------------------------------------------------------------------------- /archive/m4_sessions/1901-inning/Imposters.md: -------------------------------------------------------------------------------- 1 | ## Group Members: 2 | 3 | 4 | ## Name of Session: 5 | You're not an Imposter: You belong to the light, you belong to the thunder. 6 | 7 | ## Session Description 8 | 9 | Think you're not a developer? You're not the only one! Learn about the 5 types of impostor syndrome and how to support yourself and each other. 10 | 11 | ## Session Outcomes 12 | 13 | (What will students learn/leave with?): 14 | Normalize imposter syndrome. 15 | have some visibility on your own struggle and how to look at it from an outside perspective. 16 | 17 | ## Session Outline 18 | 19 | Loryn Mason, Kylie Stanley, Mike Duke, Michael Gatewood: 20 | 21 | Introductions : (Mike) 10 mins with full group - Name, mod, program, ice-breaker question. Acknowledge trauma, consent, and give the option to set own level of participation. (Rock, Paper, Scissors). 22 | 23 | Personal Experiences: (5 to 10 minutes) (Mike) 24 | - Give short definition of imposter syndrome if needed. 25 | - Write on a note card: something that triggers your imposter syndrome. try statements like "'something happens' and I don't feel like I belong". Give our own statements as examples. 26 | 27 | Information about imposter syndrome: (5 to 10 minutes) (Michael) Teaching about imposter cycle/5 types of imposter syndrome from slides: 28 | https://docs.google.com/presentation/d/1Al72A0SQjA-3oLkSDIEDMdfAGpP0dSoAPZRXMu1nnVY/edit#slide=id.p 29 | 30 | Take a pom: 5 to 10 minutes 31 | 32 | Telling our stories: (15 minutes) (Kylie) Hand out note cards randomly to each participant to read someone else's experience. Try and identify the type of IS is detailed (more than one is okay). Emphasize self-empathy and helping others. 33 | 34 | What can we do about it: (10 minutes) (Loryn) Go back to the slides and talk about strategies to combat each type of IS. Need to research more specific strategies than the ones on the slides. 35 | 36 | Wrap it up/closing discussion: (5 minutes) (Mike?) Have each participant talk about personal strategies they will take away as well as strategies they can use to help the rest of the group. end on a positive note. 37 | 38 | Submit a PR at the end of this session and tag @emhickmann 39 | -------------------------------------------------------------------------------- /archive/m4_sessions/1901-inning/Transhumanism.md: -------------------------------------------------------------------------------- 1 | 2 | ### Session Title: 3 | * Transhumanism - 4 | 5 | ### Session Outcomes: 6 | * Create an understanding of what transhumanism is. 7 | * How does this relate to us as developers of software? 8 | * History, now, and future of transhumanism 9 | * Discussion humanism and see how people's feelings and thoughts change after the session. 10 | 11 | ### Outline 12 | 13 | #### Intro (15 mins) 14 | 1) Quick overview on Transhumanism and what we will be doing today. 15 | 2) Turn and talk. What are your thoughts on the matter? 16 | 3) Divide group into spectrums (move around room) Joe plays devils advocate, against. Spectrums = for, against, unsure 17 | 18 | #### History / Present (30 mins) 19 | 1) Video / Article 20 | 2) Participants countoff then do a turn and talk. 21 | - What are your thoughts about the video / article? 22 | 3) Group discussion on video/article 23 | 4) Another Video / Article 24 | 25 | #### Dev Role (10 mins) 26 | 1) Whiteboard Neg / Pos of bio hacking / transhumanism 27 | 2) We curate an example of both for the group with video/article 28 | 29 | #### Future (10 mins) 30 | 1) Group questions. Where do you see this heading? What kinds of tech do you see we implement? What types of entertainment do you these issues showing up in that have influenced your thoughts about transhumanism? 31 | 32 | #### Conclusion (5 mins) 33 | 1) Break into spectrums again. 34 | - any change based on new information during gear up? 35 | 36 | ### Names of group members: 37 | 38 | 39 | ## Actionable Items 40 | * Research history 41 | * Research Technology 42 | -------------------------------------------------------------------------------- /archive/m4_sessions/1901-inning/social-media.md: -------------------------------------------------------------------------------- 1 | Group Members: 2 | 3 | 4 | 5 | Name of Session: 6 | 7 | Social Media and Fake News 8 | 9 | Session Description (Why should students come to this session): 10 | 11 | Social media is already the main source of news for this generation. Unlike tranditional news outlets, social media allows news to propogate on attention alone without regard to journalistic accuracy. This is becoming an increasingly widespread and serious problem, even to national security as evidenced by the proliferation of Russian Fake News on facebook during the 2016 Election. 12 | 13 | Session Outcomes (What will students learn/leave with?): 14 | 15 | 1) Understanding of what fake news is 16 | 2) How fake news impacts our society 17 | 3) How it is a 21st century problem and potential methods to deal with it 18 | 4) Ability to spot fake news 19 | 5) Journalistic spin vs fake news 20 | 21 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 22 | 23 | * Intro/Icebreaker (10 min) - All Group 24 | * Short intro video about fake news (10 mins) 25 | * what is fake news/how does it impact us? group discussion (10 min) - All Group 26 | * GAME (multiple rounds) (35/40 mins) - 27 | * different categories of fake news 28 | * alternate between showing a video, explaining, and discussion 29 | * categories: fake or not, business of fake news(click bait), out of context/bias news 30 | * wrapup. discussion (10 min) 31 | 32 | [Link to Powerpoint](https://docs.google.com/presentation/d/1UcQTRbBFijdZ7AnnZirXm5LOFhaKd87hC6e0iuDlLwQ/edit) 33 | 34 | 35 | Submit by the end of Gear Up on Friday and tag @emhickmann 36 | -------------------------------------------------------------------------------- /archive/m4_sessions/1901-inning/test.md: -------------------------------------------------------------------------------- 1 | test 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1901-inning/winning.md: -------------------------------------------------------------------------------- 1 | Group Members: 2 | 3 | 4 | # Name of Session: 5 | Winning Through Failure --choosing the path of most resistance 6 | 7 | ## Session Description (Why should students come to this session): 8 | 9 | Learn how to accept failure as being okay and is part of growing as a person. 10 | 11 | ## Session Outcomes (What will students learn/leave with?): 12 | 13 | How to be comfortable talking about your failures in a positive light as it's a popular interview question. 14 | Here's how I faced these challenges, and how I came through it. 15 | 16 | ## Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 17 | Intros: 10min -- Preston 18 | - Say your name, mod, why you chose the session and what's something that everyone looks ridiculous doing? 19 | 20 | Video: 2min -- Preston 21 | - Will Smith's take on failure (why failure is good): [video](https://www.youtube.com/watch?v=wFf6rhcYkXw) 2min 22 | 23 | Activity: 15min -- Nikki 24 | - Build w/ no plan (5min) 25 | - Build w/ time for planning (10min) 26 | 27 | Video: 20min -- Jamie 28 | - TED Talk (8min) [video](https://www.ted.com/talks/tom_wujec_build_a_tower?language=en) 29 | - Discussion (10min) 30 | * Thinking about your own attempts at the marshmallow challenge now, what went well? What didn’t? And why? 31 | * What does this have to do with Turing and your future career? 32 | * Why is it important to fail? How has failure helped you in software development? 33 | 34 | *New Groups* 35 | 36 | Groups read article: 15min -- Kate 37 | * Slack to them beforehand 38 | [4 steps to overcoming failure](https://www.fastcompany.com/3035120/4-steps-to-overcoming-failure-and-using-it-to-your-advanta) 39 | - Read/Write (10min) 40 | - Share to everyone (5min) 41 | 42 | Closing: 5min -- Preston 43 | - Last thoughts 44 | - Survey 45 | 46 | # Submit a PR at the end of this session and tag @emhickmann 47 | -------------------------------------------------------------------------------- /archive/m4_sessions/1903_inning/UBI.md: -------------------------------------------------------------------------------- 1 | ## Mission Alignment 2 | 3 | Our mission is to unlock human potential by training a diverse, inclusive student body to succeed in high-fulfillment technical careers. 4 | 5 | As your technical careers progress, most of the work you will do is to automate processes that have been done manually. 6 | Our mission is to “unlock human potential.” The software we write enables it’s users to be more productive, and to direct energy toward 7 | solving increasingly difficult problems. However, some automation, especially of physical processes, can force some out of the jobs 8 | they’ve done for years. This has the potential to do more harm than good for inclusion in our society. 9 | 10 | 11 | 12 | ## Video 13 | 14 | [Basic income and other ways to fix capitalism](https://www.youtube.com/watch?v=A2aBKnr3Ep4) 15 | 16 | ## Group Discussion 17 | 18 | In groups of 3-4 come up with at least four pros to UBI and four cons. We will come back together as a group and put pros and cons 19 | on the board, then as a group you will discuss the pros and cons of UBI. 20 | 21 | ## Rescources 22 | 23 | Interested in more? Check out the following: 24 | 25 | [The One Thing Politicians Are Too Scared To Talk About](https://medium.freecodecamp.com/bill-gates-and-elon-musk-just-warned-us-about-the-one-thing-politicians-are-too-scared-to-talk-8db9815fd398#.7uibno4wd) 26 | 27 | [About half of Americans support giving residents up to $2000 a month when robots take their jobs](http://www.cnbc.com/2016/12/19/about-half-of-americans-support-giving-residents-up-to-2000-a-month-when-robots-take-our-jobs.html) 28 | 29 | [Earth 2.0: What Would Our Economy Look Like?](http://freakonomics.com/podcast/earth-2-0-economics-edition-part-1/) 30 | 31 | [If manufacturing jobs can't come back, what happens next?](https://www.marketplace.org/2017/01/19/elections/big-promise/future-erie-will-jobs-come-back) 32 | 33 | [Could universal basic income start with local and state legislation?](https://medium.com/economicsecproj/could-universal-basic-income-start-with-local-and-state-legislation-5a3b60abd914) 34 | -------------------------------------------------------------------------------- /archive/m4_sessions/1903_inning/ethics.md: -------------------------------------------------------------------------------- 1 | #Update Group 1: Ethics in AI 2 | 3 | ## Why should students pick this session? 4 | To equip themselves to understand the ethics and problems revolving around artificial intelligence - one of the most important issues of the next century. 5 | 6 | ## Discuss 7 | * What is AI? 8 | * For the people who are worried about it, what are they worried about? 9 | 10 | ## Issues 11 | #### Human dignity 12 | The effect on us of losing human interactions. Joseph Wasenbaum - "AI technology should not be used to replace positions that require respect and care. Customer service reps, nursemaids for the elderly, police officers. If machines replace them, we will find ourself alienated...." Counter argument from Pamela McCordic. 13 | #### Implications on security/privacy 14 | “I like my Alexa, but I don’t like being recorded and monitored.” 15 | #### Automation > Labor 16 | How do we manage this as a society? Is it worth it? Charles Murray. 17 | #### Difficulty verifying/pinpointing mistakes 18 | Black Box Problem (https://www.technologyreview.com/s/604087/the-dark-secret-at-the-heart-of-ai/) 19 | 20 | #### Other Topics 21 | * Machine consciousness 22 | * How does this relate to us as developers of software? (Developers that write code that writes code...). 23 | * Human emotion is flawed, is this why we need machines? 24 | https://www.forbes.com/sites/tonybradley/2017/07/31/facebook-ai-creates-its-own-language-in-creepy-preview-of-our-potential-future/#131c0c3e292c 25 | 26 | 27 | ## Timeline 28 | 1. (10 minutes) Introductions 29 | 2. (10 minutes) Human dignity 30 | 3. (10 minutes) Implictaions on security/privacy 31 | 4. (10 minutes) Automation > Labor 32 | 5. (10 minutes) Difficulty verifying/pinpointing mistakes 33 | 6. (10 minutes) Small group discussions: Which of these topics don’t sit right with you? 34 | 7. (10 minutes) Discuss conclusions 35 | 36 | 37 | Group 1 38 | 39 | Group Members: Liam Barstad, Joan Harrington, Aaron Schreck, Iza Jimenez 40 | 41 | Name of Session: Ethics in Ai 42 | 43 | Session Description (Why should students come to this session): 44 | As tech developers well have ethical responsibilies. 45 | Discuss singularity, Moores Law inevitability. 46 | Practices like machine learning will become more common place, what are the ethical ramifications? 47 | 48 | Session Outcomes (What will students learn/leave with?): 49 | Different views on Ai, possible ramifications both short and long term. 50 | 51 | Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 52 | 10min Ice breakers/intros 53 | 15min Current perspectives of Ai 54 | 55 | More to be added... 56 | -------------------------------------------------------------------------------- /archive/m4_sessions/1903_inning/mental_health.md: -------------------------------------------------------------------------------- 1 | ## Name of Session: 2 | Mental Health in Tech Industry 3 | 4 | ## Session Description 5 | 6 | 1. Effects of Tech Industry culture on mental health conditions, ways to prevent burnout, and how we can support each other. 7 | 8 | ## Session Outcomes 9 | 10 | 1. An understanding of how issues of mental health are addressed, or not addressed, in the industy. 11 | 2. Ways to find support and how they can support each other. 12 | 13 | ## Session Outline 14 | 15 | **(15 min)** Introduction(students)why they chose this session?/ how they implement self care?/ or other?, including presenters personal stories about their experiences here at Turing 16 | **(10 min)** video 17 | **(15 min)** small groups, reading differetn articles and discussions as groups. 18 | *[Stress & Anxiety In The Tech Industry](https://risepsychology.com/blog/2017/10/30/stressintech)* 19 | *[Devs and Depression](http://baugues.com/devs-and-depression)* 20 | *[Are You More Than Okay: The State of Mental Health in Tech in 2016](https://modelviewculture.com/pieces/are-you-more-than-okay-the-state-of-mental-health-in-tech-in-2016)* 21 | *[How should we talk about mental health?](https://ideas.ted.com/how-should-we-talk-about-mental-health/)* 22 | **(15 min)** large group discussion 23 | **(10 min)** looking forward, and strategies 24 | **(5 min)** students write in their journal about some of their own strategies and ways they can help others. 25 | -------------------------------------------------------------------------------- /archive/m4_sessions/1903_inning/tech.md: -------------------------------------------------------------------------------- 1 | ### Name of Session: 2 | Tech in Medicine: Balancing Ethics and Cutting Edge Technology 3 | 4 | ### Session Description (Why should students come to this session): 5 | - Technology is rapidly changing every aspect of our lives. As developers, we all understand the value of leveraging this to make our lives easier - medicine is no exception. Given the intimate involvement and ethical implications in the industry, it is important to explore this topic due to its widespread impact on many different walks of life. 6 | 7 | ### Session Outcomes (What will students learn/leave with?): 8 | - Broader understanding of how technology affects the medical field 9 | - Help students develop and understand their own opinion regarding medtech 10 | - Give students an idea of what they would be working as a developer in medtech 11 | 12 | ### Session Outline (Please include who is facilitating and how much time you are going to spend in each section): 13 | Intro/Housekeeping (10-12 mins, Led by: Nyssa): 14 | - Group Members Intro 15 | - Hand out surgical masks 16 | - Outline 17 | - Decide: Big/small group discussion? 18 | - Students: What interests you about tech in medicine? 19 | 20 | Topics (15-20 mins, Led by: Lee): 21 | - Cutting Edge 22 | - Ethical Implications 23 | - Role of Developer in MedTech 24 | 25 | Discussion (10 mins, Led by: Spencer): 26 | - Propose scenario: Discuss implications as a group 27 | - Why does being ethical matter when you are trying to push the boundaries of medicine? 28 | - What can you do as a developer to affect the outcome of technological advances in medicine? 29 | - Let's say you are working for an insurance company that develops an algorithm to classify patients as high/medium/low risk with the goal of maximizing profit for the insurance company. What if this makes it harder for certain populations to get insurance from this company, etc... What if company intentionally creates plans that would not be the best for a patient, but cheaper for the insurance company. 30 | 31 | Trivia (5-10 mins, Led by: Spencer): 32 | - Group split up into teams 33 | - 10 Questions 34 | - Each team is allowed to submit written answers 35 | - Winning team gets candy! 36 | 37 | Closing/Summary(10-12 mins, Led by: Ophus): 38 | - Group summary on white board to determine what everyone felt was the most important points in discussion for this session 39 | 40 | Submit by the end of Gear Up on Friday and tag @emhickmann 41 | -------------------------------------------------------------------------------- /archive/m4_sessions/1903_inning/test.md: -------------------------------------------------------------------------------- 1 | 2 | -------------------------------------------------------------------------------- /archive/m4_sessions/1903_inning/toxic_masculinity.md: -------------------------------------------------------------------------------- 1 | # Group One 2 | ## Session Title: Toxic Masculinity 3 | ## Description: Why should students come to this session? 4 | * Are you interested in why some men have trouble expressing their emotions or allowing themselves to be vulnerable? In this Gear Up session we will delve deeper into what toxic masculinity is, ways to support someone struggling with these pressures, and how we can work towards healthier views of masculinity at Turing and in the tech industry. 5 | 6 | ## Session Outcomes: What will students leave with or gain from this session? 7 | * Awareness of what toxic masculinity is 8 | * Ways to interject/support someone struggling with the pressures of toxic masculinity 9 | * How can we work to change toxic masculinity at Turing and in the tech industry? 10 | 11 | ## Session Outline: Include the flow of the session and the time for each section. 12 | 1. Intros - name, pronouns, what program/mod you're in. (5 minutes) 13 | 2. Students journal - define healthy masculinity versus toxic masculinity. (3 minutes) 14 | 3. Watch clip from The Mask You Live In and facilitators discuss definition of toxic masculinity. (5 minutes) 15 | **Figure out clip, maybe trailer?** 16 | 4. Students journal - define healthy masculinity versus toxic masculinity again. (2 minutes) 17 | 5. Facilitators dispell myths and negative connotations surrounding toxic masculinity. 18 | **Each facilitator picks something to discuss for 2 minutes - coordinate what we will say.** (10 minutes) 19 | 6. Pom. (5 minutes) 20 | 7. Mask Exercise Activity: one side of mask, students write pronouns and what they portray to the world, back side students write how they actually feel that they don't share (exercise from movie). Masks thrown into center of room and each person takes another person's mask. Print out masks on paper at Turing. (15 minutes) 21 | 8. Small group discussion of their mask and the mask they read - 4 groups, each facilitator leads one. Open up to large group discussion. (15 min) 22 | **What are the questions you want to have for this section? When you do the large group, how will you bring multiple voices out?** 23 | 9. Meditation/closing. Hillary will use Headspace App. (10 minutes) 24 | 25 | ## Names of group members 26 | * Karin Ohman 27 | * Jeo D 28 | * Hillary Stewart 29 | * Ben Lee 30 | -------------------------------------------------------------------------------- /archive/m4_sessions/facilitator_guide.md: -------------------------------------------------------------------------------- 1 | Template test. 2 | 3 | 4 | #SESSION OUTCOMES 5 | 6 | * 7 | 8 | * 9 | 10 | * 11 | 12 | #GROUPING 13 | 14 | *What should the group size be for discussions? (Recommend 3-4) 15 | 16 | *How should groups be set up? (Recommend some meaningful grouping) 17 | 18 | #LOGISTICS 19 | 20 | | Set Up | Materials Needed | PPT Link (if PPT)| 21 | | ------ | ---------------- | ---------------- | 22 | | How should the room be set up? What AV is needed? | List the materials for the session | Add Link Here | 23 | 24 | #SESSION OUTLINE 25 | 26 | | Timing | Facilitator Talking Points | Participant Actions | 27 | | ------------- | ------------- | ----- | 28 | | List the timing of each section | Describe facilitator talking points | What should participants be doing during this section? | 29 | | xxxxx | xxx | xxxx | 30 | | xxxxx | xxxx | xxxx | 31 | -------------------------------------------------------------------------------- /archive/mentorship-01-22-2015.markdown: -------------------------------------------------------------------------------- 1 | ## Mentorship 2 | 3 | ### Reading (15-20 min) 4 | * [Excerpts from Selected Academic Research](https://gist.github.com/maryelizbeth/c806b7ec6566645179d2) 5 | 6 | ### Small Group Discussion / Writing (15-20 min) 7 | * What do you feel are the goals of mentorship at Turing? 8 | * Of the types of mentorship discussed, which do you feel is most common within our organization? 9 | * Do you feel as though you can make it past the initiation phase with MOST of your mentors? 10 | * If not: What are some ways that you can grow your relationships? 11 | * If so: What are some of the ways you cultivate your relationship for continued growth? 12 | * Which of the mentoring functions do you feel is most beneficial at Turing? 13 | * How can our mentors take a more protege focused approach to mentorship? 14 | * How can you use what you've now learned to better select a mentor from your posse? 15 | * Should we change the way we approach mentorship at Turing? 16 | 17 | ### Big Group Discussion (10 min) 18 | * focus on how we can use what we've learned / gleaned from the readings in order to improve relationships between mentors and students at Turing. 19 | -------------------------------------------------------------------------------- /archive/passionate programmer - invest in your intelligence.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/turingschool/gear-up/836795c575e6f487c88958488bf1d2d3d3926ffb/archive/passionate programmer - invest in your intelligence.pdf -------------------------------------------------------------------------------- /archive/pre-work/Mod0_Intro.markdown: -------------------------------------------------------------------------------- 1 | ## Gear Up Pre-Work 2 | 3 | _Our **mission** is to unlock human potential by training a diverse, inclusive student body to succeed in high-fulfillment technical careers._ 4 | 5 | ### What is the purpose of Gear Up in Mod 0? 6 | 7 | * Reflect on intersectionality and how your identity impacts your experiences and interactions with others 8 | * Develop greater empathy and awareness of the experiences of others in the field of software development 9 | 10 | ### Pre-Work Preparation 11 | #### Background Knowledge 12 | 13 | Step 1: Watch this video from Google. 14 | * ["Unconconscious Bias at Work"](https://www.youtube.com/watch?v=NW5s_-Nl3JE) 15 | 16 | Step 2: If you are unfamiliar with the term "Implicit Bias," take time to read this article to build your background knowledge. 17 | * ["PBS News Hour: Implicit Bias"](https://www.pbs.org/newshour/nation/making-people-aware-of-their-implicit-biases-doesnt-usually-change-minds-but-heres-what-does-work) 18 | 19 | #### Reflect 20 | Create a gist on Github and reflect (4-6 sentences) on the following questions: 21 | 22 | * What were your reflections from the video? 23 | * In what ways have you examined your implicit biases before coming to Turing? 24 | * What kind of software do you imagine building in the future? How will understanding biases (or avoiding understanding biases) impact your products? 25 | 26 | 27 | #### READ 28 | 29 | If you are unfamiliar with the term "Intersectionality," take time to read this article to understand the theory and introduction of the concept. If you are familiar, move to the reflection questions. 30 | * ["What's Intersectionality? Let These Scholars Explain the Theory and Its History"](https://time.com/5560575/intersectionality-theory/) 31 | 32 | #### Reflect 33 | On your same gist, reflect on the following quesitons: 34 | 35 | “All of us live complex lives that require a great deal of juggling for survival,” Carty and Mohanty said in an email. “What that means is that we are actually living at the intersections of overlapping systems of privilege and oppression.” 36 | 37 | * When you consider the way you move through the world, what elements of your identity are you most aware of on a daily basis? 38 | * What strengths does your identity give you? How will you utilize those at Turing? 39 | * How do you think you could value the identies of those around you to bring out their strengths at Turing? Has there been a time where you were able to advocate or include people around you? 40 | * How will your strengths impact you as a teammate? What will you bring to your cohort? 41 | -------------------------------------------------------------------------------- /archive/scenario-A.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/turingschool/gear-up/836795c575e6f487c88958488bf1d2d3d3926ffb/archive/scenario-A.png -------------------------------------------------------------------------------- /archive/scenario-B.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/turingschool/gear-up/836795c575e6f487c88958488bf1d2d3d3926ffb/archive/scenario-B.png -------------------------------------------------------------------------------- /archive/social_justice_terrorism.markdown: -------------------------------------------------------------------------------- 1 | # Social Justice Terrorism 2 | 3 | The goals of Gear Up are to provoke conversation and help us find/develop the touch points of our group culture. 4 | 5 | Provoking conversation isn't always a kumbaya situation. People can feel validated or they can feel attacked. New perspectives can open or old ones can harden. 6 | 7 | Homogenous cultures are easy because people have shared experiences, similar perspectives, and can smooth out their small conflict. Diverse culture are tumultuous, incubating creativity, but also turbulent. 8 | 9 | ## Reading (~6 Minutes) 10 | 11 | In that turbulence some people get hurt. For one perspective on our work, read the attached essay, Social Justice Terrorism, written by a former Turing student. You can [find it online here](https://www.linkedin.com/pulse/social-justice-terrorism-drew-conly). Then dive into the writing below. 12 | 13 | ## Writing (~15 Minutes) 14 | 15 | Let's spend about 15 minutes writing on these topics: 16 | 17 | * What do you most agree with in the essay? 18 | * When the topic of diversity is discussed, do you feel included? Uplifted? Brow-beaten? How can we discuss important topics like this without people feeling alienated? 19 | * There are many assertions about gender and gender equity in the piece. Obviously, by the numbers, Turing is gender-inequal. Do you notice that on a frequent basis? Do you think it has an impact on our culture? How? 20 | * When, at Turing or in life, do you feel the most unwelcome because of your identity? 21 | * Victimhood is a deep rut to fall into. What do you do when you feel yourself slipping into that thinking? What/who pulls you out? 22 | * Do you feel like these Gear Up sessions are valuable to you? Do you look forward to them, dread them, or just feel indifferent? 23 | * What's something you've learned in one of these sessions? 24 | * How do you build/promote the community you want to exist here at Turing? What small things do you do and when/how do you do them? What stops you from doing more? (*hint*: don't let yourself off the hook with "time") 25 | 26 | ## Discuss (~18 Minutes) 27 | 28 | When the group wraps up writing then transition to a group conversation. Use the above questions as starting points, but along the way mix in / look for: 29 | 30 | * Where are the most stark differences in perspective? Why? 31 | * What was the *most recent* (not the most significant) time you felt unwelcome/undervalued? Look for the differences in the group's answers as an indicator on our silent privilege. 32 | * What can we, as a group, do better? 33 | -------------------------------------------------------------------------------- /archive/weekly_survey.md: -------------------------------------------------------------------------------- 1 | Link to the weekly survey: https://goo.gl/forms/q8b3WbojxsmQoodi1 2 | -------------------------------------------------------------------------------- /assets/audio/dun_dun_dun.mp3: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/turingschool/gear-up/836795c575e6f487c88958488bf1d2d3d3926ffb/assets/audio/dun_dun_dun.mp3 -------------------------------------------------------------------------------- /assets/favicons/android-icon-144x144.png: -------------------------------------------------------------------------------- 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